Karen C H Zhoc
Biographic Data
| ID | 2746437 |
|---|---|
| NAME | Karen C H Zhoc |
| GIVEN NAMES | Karen C H |
| FAMILY NAME | Zhoc |
| SIGNATURE | ZHOC K C H |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-1477-0175 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The importance of social and emotional learning in facilitating positive transitions from kindergarten to primary school in Hong Kong
A successful transition to school is critical for both short- and long-term academic and social success. Understanding children’s transition experiences, including their academic and social experiences, is essential for identifying the social-emotional competencies needed to support a successful transition. While much of the existing research on school transitions has been conducted in Western contexts, there is a significant knowledge gap due to…
Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study
Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid-19
BackgroundThe COVID-19 pandemic has brought unprecedented challenges to the world, creating significant impact on people's lives and subjective wellbeing. While previous studies have shown that students' wellbeing and how they manage their emotions are critical to students' learning, less research has considered their specific impacts on student engagement in online learning.AimsThe aim of this study is to examine how students' subjective wellbei…
Emotionally intelligent students are more engaged and successful: Examining the role of emotional intelligence in higher education
Emotional intelligence ( EI ) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education
Self‐directed learning is recognised as a key goal of higher education. To facilitate self‐directed learning, emotional intelligence ( EI ), which encompasses the ability to regulate one's own emotions and to generate positive emotions, is important. The present study aimed to examine the effects of EI on self‐directed learning and how EI and self‐directed learning contribute to key learning outcomes in higher education, including grade point ave…
Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid-19
BackgroundThe COVID-19 pandemic has brought unprecedented challenges to the world, creating significant impact on people's lives and subjective wellbeing. While previous studies have shown that students' wellbeing and how they manage their emotions are critical to students' learning, less research has considered their specific impacts on student engagement in online learning.AimsThe aim of this study is to examine how students' subjective wellbei…
Emotional intelligence ( EI ) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education
Self‐directed learning is recognised as a key goal of higher education. To facilitate self‐directed learning, emotional intelligence ( EI ), which encompasses the ability to regulate one's own emotions and to generate positive emotions, is important. The present study aimed to examine the effects of EI on self‐directed learning and how EI and self‐directed learning contribute to key learning outcomes in higher education, including grade point ave…
Emotional intelligence ( EI ) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education
Self‐directed learning is recognised as a key goal of higher education. To facilitate self‐directed learning, emotional intelligence ( EI ), which encompasses the ability to regulate one's own emotions and to generate positive emotions, is important. The present study aimed to examine the effects of EI on self‐directed learning and how EI and self‐directed learning contribute to key learning outcomes in higher education, including grade point ave…
Emotionally intelligent students are more engaged and successful: Examining the role of emotional intelligence in higher education
Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid-19
BackgroundThe COVID-19 pandemic has brought unprecedented challenges to the world, creating significant impact on people's lives and subjective wellbeing. While previous studies have shown that students' wellbeing and how they manage their emotions are critical to students' learning, less research has considered their specific impacts on student engagement in online learning.AimsThe aim of this study is to examine how students' subjective wellbei…
Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study
The importance of social and emotional learning in facilitating positive transitions from kindergarten to primary school in Hong Kong
A successful transition to school is critical for both short- and long-term academic and social success. Understanding children’s transition experiences, including their academic and social experiences, is essential for identifying the social-emotional competencies needed to support a successful transition. While much of the existing research on school transitions has been conducted in Western contexts, there is a significant knowledge gap due to…
Developmental psychology (4 works) · Mathematics education (4 works) · Psychology (4 works) · Emotional intelligence (3 works) · Emotional Intelligence and Performance (3 works) · Learning Styles and Cognitive Differences (3 works) · Social Psychology (3 works) · Academic achievement (2 works) · Evaluation of Teaching Practices (2 works) · Student engagement (2 works)