Kevin Kien Hoa Chung
Biographic Data
| ID | 147100 |
|---|---|
| NAME | Kevin Kien Hoa Chung |
| GIVEN NAMES | Kevin Kien Hoa |
| FAMILY NAME | Chung |
| SIGNATURE | CHUNG K K H |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-8105-7361 |
| VERIFIED | Yes |
| TOTAL WORKS | 81 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 81 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
When does parents’ teaching make a difference? The relationships between home literacy environment and Chinese language and literacy skills
Multicomponent Digital Intervention for Nurturing the Well-Being of Preschool Teachers in Hong Kong: Evidence from the Easp Programme
Research Findings: This study evaluated the Early Advancement in Social-Emotional Health and Positivity (EASP) program for promoting preschool teachers’ well-being. Participants were 134 Hong Kong in-service preschool teachers in a two-stage randomized controlled trial. At baseline, teachers were randomized to an intervention-combined group (n = 64) or waitlist control (n = 70); after Time 2, intervention participants were re-randomized to full i…
Adaptation and Validation of the Chinese Inventory of Children’s Socioemotional Competence (Cicsec-N) Among 2-Year-Old Chinese Nursery Children
Research Findings: Few measures have been developed to assess young children’s socioemotional competence in non-western cultures. The present study adapted and validated the Chinese Inventory of Children’s Socioemotional Competence (CICSEC-N) – an indigenously developed and culturally relevant measure of socioemotional competence of Chinese kindergarten children aged 3 to 6 years – so that it could be used with nursery children aged 2 years. To e…
Interrelations of Playful Parenting Style with Kindergarten Children’s Playfulness and Well-Being
This cross-sectional, survey-based study investigated the interrelations of playful parenting style with playfulness and well-being of kindergarten children. Participants were parents (87.3% mothers, 11.8% fathers) and teachers (N = 34) of 228 kindergarten children in Hong Kong (mean age = 5.01 years, 59.2% boys). Parents reported demographic information (i.e. child age, child gender, parent education, and household income), their playful parenti…
Metalinguistic Skills Were Uniquely Linked to Chinese Word Reading and Writing Among First and Second Language Learners
This cross-sectional study examined the associations of orthographic knowledge, phonological awareness, and morphological awareness with Chinese word reading and writing among first and second language learners of Chinese. It also examined whether these associations differed across these two groups of children. Participants were 480 Chinese children (mean age = 58.26 months; 50% of them were girls) and 347 ethnic minority children (mean age = 57.…
Monkey see, monkey do: Daily variation in maternal addictive smartphone use longitudinally predicts daily variation in child addictive smartphone use in Hong Kong, China
This study examined whether daily variation in maternal addictive smartphone use predicted daily variation in child addictive smartphone use on the following day and tested child gender as a moderator. Data were collected from 74 fourth graders (mean age = 9.2 years; 69% were girls) and their mothers living in Hong Kong, China. On each of 5 consecutive days, children and mothers completed online questionnaires in the evening about their own smart…
Linking maternal phubbing (smartphone distractions in the presence of children) to child behavioral adjustment: A daily diary study
This study examined whether daily variation in maternal phubbing (smartphone distractions in the presence of children) was associated with daily variation in child inattentive and oppositional behaviors. Daily diary data were provided by the mothers of 78 fourth graders (mean age = 9.20 years; age range = 8–10 years) studying in five elementary schools in Hong Kong. On each of five consecutive days, mothers filled in an online questionnaire in th…
Linking Positive and Negative Affect to Socioemotional Competence: A Multi-Informant Correlational Study
Although positive and negative affect may play unique roles in understanding child socioemotional development, few studies have simultaneously tested the associations of both positive and negative affect with socioemotional competence among children. Therefore, this multi-informant study examined the longitudinal associations of positive and negative affect with socioemotional competence among Chinese children. On two occasions separated by about…
Contribution of parental feeding practices and home environmental factors to the eating behaviours of preschool children
Depressive Symptoms Mediate the Associations of Family Economic Pressure With Social Functioning: A Three‐Wave Longitudinal Study of Chinese Families
Objective This three‐wave longitudinal study examined if maternal and paternal depressive symptoms mediated the associations of family economic pressure with maternal and paternal social functioning among Chinese families. Background Most research on family economic pressure has focused on its implications for family relationships and child adjustment. Its potential impact on parental social functioning and the possibly unique roles of mothers ve…
Overexcitabilities and bidirectional development in playfulness and creative potential among kindergarten children
This study examined the bidirectionality of kindergarten children’s playfulness and creative potential with their overexcitabilities as antecedents. Previous research has revealed the interrelationships among overexcitabilities, playfulness, and creative potential but most of them investigated the concurrent and unidirectional relationships. The present study further examined the indirect relationship among overexcitabilities, playfulness, and cr…
The Benefits of PROSPER‐Based Intervention for International Preschool Teachers in Hong Kong: Evidence From the Easp Program
Limited research has examined the well‐being of international preschool teachers, while intervention targeting their well‐being is even rarer. The objective of this study was to examine the effectiveness of a 2‐month EASP (i.e., Early Advancement in Social‐Emotional Health and Positivity) positive psychological intervention program based on the PROSPER—which stands for positivity, relationship, outcome, strength, purpose, engagement, and resilien…
Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high- and typical-functioning specific learning disabilities
This study aimed to compare trait anxiety and test anxiety among Chinese undergraduates with typical development, high-functioning specific learning disabilities (SLD), and typical-functioning SLD, and to examine the mediating role of test anxiety in the relationship between trait anxiety and academic performance across these three groups. The study included 239 s-year undergraduate students from universities in Taiwan, with 134 typically develop…
Linking affiliate stigma to individual adjustment among parents of children with intellectual disability: An actor–partner interdependence approach
Organizational, interpersonal, and intrapersonal resources are uniquely associated with physical, psychological, and occupational well-being among Chinese kindergarten teachers
Kindergarten teachers’ well-being has important implications for young children’s development. Therefore, it is important to identify resource factors that may promote teachers’ well-being. This cross-sectional study examined whether organizational, interpersonal, and intrapersonal resources were associated with the physical, psychological, and occupational well-being of Chinese kindergarten teachers. Online questionnaire data were collected from…
Mindful parenting and coparenting uniquely mediate the association of family economic pressure with child adjustment
Prior research has examined the roles of family processes in the association between family economic pressure and child adjustment among Western families. Expanding on this work, this study examined whether family economic pressure was linked to child internalizing behaviours, externalizing behaviours, and school readiness among Chinese families and tested two family processes – mother mindful parenting and mindful coparenting – as mediators. Par…
Relations of parental play beliefs with children's executive functions, reading, and mathematics
This study examined how parental play support and academic focus differentially predicted kindergarten children's longitudinal development in executive functions, word reading, and mathematics skills. Participants were 150 Hong Kong kindergarten children (47.3 % girls; mean age of 4.4 years at Time 1 and 5.4 years at Time 2) and their parents. At Time 1, parents reported demographic information and rated children's executive functions through que…
The longitudinal interplay between father–child and mother–child home literacy activities and Children's learning English as a second language in Hong Kong
Background The associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father–child and mother–child HLE and children's English language skills as L2. Methods In this study, 176 second‐year kindergarten children ( Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed i…
Playfulness and Longitudinal Development in Creative Thinking Processes and Academic Skills Among Kindergarten Children
This study examined the longitudinal relationships between children's playfulness, creative thinking processes, and academic skills. Participants were 150 Chinese kindergarten children (52.7% boys; Time 1 age range = 4–5 years) and their parents. At Time 1, the parents reported demographic information and rated children's playfulness (social and cognitive spontaneity) by completing the questionnaire. Children were administered behavioral measurem…
The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities
Students with learning disabilities meet difficulties in cognitive abilities that are likely to affect their learning, especially online learning. Online learning usually lacks efficient face-to-face monitoring and leads to poor learning outcomes; in this case, students' self-regulated learning in an online environment matter. However, Self-Regulated Learning (SRL) status remains unclear for those with learning disabilities and how their working …
Impacts of home literacy environment on children’s English language learning as a second language
The joint effects of individual-level and classroom-level teacher−child relationships on children’s psychosocial adjustment: A longitudinal study
This longitudinal study examined the interactive effects of individual- and classroom-level teacher−child relationships on developing externalizing, internalizing, and prosocial behaviors in kindergarten children over time. On two occasions separated by about 1 year, data were collected from 473 kindergarten children (52% boys, M age = 4.36 years) and their class teachers and mothers in Hong Kong, China. Class teachers reported the closeness and …
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also …
Playfulness and Kindergarten Children's Academic Skills: Executive Functions and Creative Thinking Processes as Mediators
This study examined the direct and indirect relationships between playfulness (social and cognitive spontaneity), executive functions, convergent thinking, divergent thinking, and academic skills in Hong Kong Chinese kindergarten children. Participants were 181 second‐year (4 to 5 years) kindergarten children (45.9% boys) and their parents. Parents reported demographic information and children's playfulness and executive functions through a quest…
Can a multicomponent positive psychological intervention promote well‐being in parents of young children? A randomized controlled trial study in Hong Kong
The present research examined the effects of an Early Advancement in Social–Emotional Health and Positivity (EASP) multicomponent positive psychological intervention on parents' well‐being in Hong Kong. Participants were parents of young children ( N = 120; M age = 37.19 years, SD = 4.71, range = 24–53; female = 95.00%) who participated in the one‐month randomized control trial. Participants were randomly assigned into the intervention ( n = 50) …
How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children
The present study investigated the relative importance of executive functioning, parent-child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and E…
Fit in but stand out: A qualitative study of parents’ and teachers’ perspectives on socioemotional competence of children
Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading
Parental play supportiveness and kindergartners’ peer problems: Children's playfulness as a potential mediator
This study examined the mediating role of children's playfulness in the relationship between parental play supportiveness and children's prospective peer problems in a sample of Hong Kong Chinese kindergarten children. Participants were parents and teachers of 108 local children (56% boys, mean age = 60.0 months). At time 1, parents reported their supportiveness towards household play and their child's playfulness through a questionnaire. Six mon…
Maternal differential treatment and child socioemotional competencies: A multi-informant longitudinal study of Chinese families
Research based on Western communities indicates that parents' differential treatment may be linked to their children's psychological and behavioral problems. Very little is known, however, about the potential implications of parental differential treatment for child socioemotional competencies or in non-Western communities. Focusing on families from Hong Kong, China, this multi-informant study tested the longitudinal associations of mothers' diff…
Perception of Native English Reduced Forms in Chinese Learners: Its Role in Listening Comprehension and Its Phonological Correlates
Previous research has shown that learners of English as a second language have difficulties in understanding connected speech spoken by native English speakers. This study examines the role of the perception of reduced forms (e.g., contraction, elision, assimilation) of English words in connected speech comprehension and the phonological skills underpinning reduced forms perception. Sixty Chinese-speaking undergraduate students were tested with a…
Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students
The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e., spelling), and written composition were administered to Chinese fourth graders (N = 259). Hierarchic…
Interrelationships among parental play belief, household playfulness, school play behaviors, and social competence of kindergarten children
This study examined the interrelationships among parental play belief, household playfulness, kindergarten play behaviors, and social competence in a sample of Hong Kong Chinese children. Participants were teachers and parents of 140 children (52.1% boys, mean age 4.35). Parents reported their parental play belief and their child's playfulness through a questionnaire, while teachers reported children's kindergarten play behaviors and social compe…
A Simple View of Writing in Chinese
This study examined the Chinese written composition development of elementary‐grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and syntactic skills), working memory, and Chinese written composition were administered to 249 Chinese students…
The longitudinal interplay between father–child and mother–child home literacy activities and Children's learning English as a second language in Hong Kong
Background The associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father–child and mother–child HLE and children's English language skills as L2. Methods In this study, 176 second‐year kindergarten children ( Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed i…
The role of cumulative family risks in the relationship between executive functioning and school readiness
Reading-related behavioral characteristics of chinese children with dyslexia: The use of the teachers’ behavior checklist in Hong Kong
Word learning deficit among Chinese dyslexic children
The present study examined word learning difficulties in Chinese dyslexic children, readers of a nonalphabetic script. A total of 105 Hong Kong Chinese children were recruited and divided into three groups: Dyslexic (mean age 8;8), CA control (mean age 8;9), and RL control (mean age 6;11). They were given a word learning task and a familiar word writing task. It was found that the Dyslexic group performed less well than the RL group in learning i…
The role of visual and auditory temporal processing for Chinese children with developmental dyslexia
Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children
This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly less well than the CA controls but similarly to RL controls in most measure…
Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students
The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e., spelling), and written composition were administered to Chinese fourth graders (N = 259). Hierarchic…
Syntactic and discourse skills in Chinese adolescent readers with dyslexia: A profiling study
Socioeconomic Status and Academic Achievement
Beyond phonological and morphological processing: Pure copying as a marker of dyslexia in Chinese but not poor reading of English
Understanding the Microstructure and Macrostructure of Passages Among Chinese Elementary School Children
How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children
The present study investigated the relative importance of executive functioning, parent-child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and E…
Perception of Native English Reduced Forms in Chinese Learners: Its Role in Listening Comprehension and Its Phonological Correlates
Previous research has shown that learners of English as a second language have difficulties in understanding connected speech spoken by native English speakers. This study examines the role of the perception of reduced forms (e.g., contraction, elision, assimilation) of English words in connected speech comprehension and the phonological skills underpinning reduced forms perception. Sixty Chinese-speaking undergraduate students were tested with a…
A Simple View of Writing in Chinese
This study examined the Chinese written composition development of elementary‐grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and syntactic skills), working memory, and Chinese written composition were administered to 249 Chinese students…
Perception of Native English Reduced Forms in Adverse Environments by Chinese Undergraduate Students
Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics
Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of Chinese-speaking adolescents diagnosed with childhood dyslexia. These two dyslexic groups of fifty students (wi…
Fit in but stand out: A qualitative study of parents’ and teachers’ perspectives on socioemotional competence of children
Bidirectionality in kindergarten children's school readiness and emotional regulation
This study examined the longitudinal associations of emotional regulation and school readiness among Chinese kindergarten children. Data were collected from 523 children (mean age at time 1 = 52.42 months; 52.9% male) at two time points separated by approximately 1 year in Hong Kong, China. At times 1 and 2, children's school readiness was assessed by their teachers and parents while their emotional regulation was directly tested. Teachers also r…
Linking parents’ self-stigma to the adjustment of children with disabilities
This study examined the association of parental self-stigma with child adjustment, and whether parenting self-efficacy and parenting distress mediated the association. Cross-sectional data were collected from 186 families living with kindergarten children identified to have disabilities in Hong Kong, China (mean age = 61.62 months; 76% of them were boys). Using questionnaires, 173 mothers and 112 fathers reported their own self-stigma, parenting …
Development and Validation of the Chinese Inventory of Children’s Socioemotional Competence (Cicsec)
Research findings This study explored the latent structure of socioemotional competence among Chinese kindergarten children in Hong Kong, China, developing and validating a culturally relevant, teacher-reported measure, the Chinese Inventory of Children’s Socioemotional Competence (CICSEC). Cross-sectional questionnaire data were collected on two samples of children from Hong Kong (N1 = 1,731; N2 = 475). Exploratory and confirmatory factor analys…
Studying Children’s Social-Emotional Development in School and at Home through a Cultural Lens
The importance of social-emotional development has been increasingly recognized by educators, parents, and policymakers. Social-emotional competencies allow children to manage emotions and regulate
Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6
Background Studies have shown that word dictation and syntactic skills are significant predictors of written composition performance among Chinese children in elementary grades. However, there is a paucity of research on the bidirectional relationships between these two cognitive‐linguistic skills (i.e., word dictation and syntactic skills) and Chinese writing skills. Methods This paper reports the findings of a 1‐year longitudinal study tracking…
Executive functioning and word reading in Hong Kong Chinese children: A 1‐year longitudinal perspective
This study examined the bidirectionality between kindergarten children's executive functioning (EF) and word reading across two time points. Participants were 523 Hong Kong Chinese‐speaking children (mean age at Time 2 = 64.59 months; 52.9% male) and their parents. At Time 1, children were administered the measures of EF skills: inhibitory control, attention shifting, working memory and Chinese word reading. They were reassessed with these measur…
Emotion dysregulation between mothers, fathers, and adolescents: Implications for adolescents' internalizing problems
INTRODUCTION: The present study calls attention to the longitudinal relations between mothers', fathers', and adolescents' emotion dysregulation and adolescents' internalizing problems. To this end, we tested the associations between family members' emotion dysregulation and adolescents' internalizing problems over time. METHODS: Over a 12-month period, 386 Chinese families from Hong Kong involving mothers, fathers, and adolescent children (child…
University Students’ Perceived Peer Support and Experienced Depressive Symptoms during the Covid-19 Pandemic: The Mediating Role of Emotional Well-Being
The coronavirus (COVID-19) pandemic has adversely affected individuals' mental health. Social isolation as a result of social distancing during the pandemic potentially affects the associations among perceived available peer support, emotional well-being, and depression in university students. The present study examined the associations among university students' perceived available peer support, emotional well-being (as indicated negatively by l…
The relationship between paired associate learning and Chinese word reading in kindergarten children
Background Research has shown that paired associate learning (PAL) plays an important role in children's word reading across different languages. However, little is known about the construct of PAL and its relationship with word reading in Chinese children. Methods A total of 204 second‐year kindergarten children from Mainland China were assessed on measures of PAL, including the four mapping conditions of PAL: visual–verbal, verbal–verbal, visua…
Understanding adolescents’ perceived social responsibility: The role of family cohesion, interdependent self‐construal, and social trust
INTRODUCTION: Positive family interactions contribute to the development of social responsibility among adolescents. Interdependent self-construal and social trust, which reflect the perceived relatedness and beliefs towards others, may explain the relation between family cohesion and social responsibility. The present study tested the mediating mechanisms between family cohesion and adolescents' social responsibility via adolescents' interdepend…
Psychology (65 works) · Developmental psychology (50 works) · Early Childhood Education and Development (27 works) · Child and Adolescent Psychosocial and Emotional Development (26 works) · Reading and Literacy Development (25 works) · Cognition (24 works) · Linguistics (21 works) · Medicine (21 works) · Social Psychology (21 works) · Mathematics education (16 works)