Stephanie W Y Chan
Biographic Data
| ID | 3716159 |
|---|---|
| NAME | Stephanie W Y Chan |
| GIVEN NAMES | Stephanie W Y |
| FAMILY NAME | Chan |
| SIGNATURE | CHAN S W Y |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0001-8779-1164 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Documenting Socioeconomic Disparities in Early Development and Learning
This study examined the relation between socioeconomic status (SES) and early child development in Hong Kong, where preschool attendance is universal for children aged 3 to 6. Participants were 114 Chinese preschoolers ( M age = 60.25 months, 54 girls) from nursery (K1), lower kindergarten (K2), and upper kindergarten (K3) classes across four kindergartens, along with their teachers and caregivers. Children’s development was assessed using the Ho…
Socioeconomic Gradients in Early Chinese Language and Literacy and Numeracy
This study investigated socioeconomic differences in oral language, literacy, and numeracy, and examined child-level and home-level factors that may explain these differences. Participants included 688 Chinese preschoolers aged 3 to 5 years, who completed assessments of Chinese oral language and literacy, numeracy, and executive function (EF), including working memory, inhibitory control, and cognitive flexibility. Socioeconomic status (SES) was …
Measuring indicators of Sustainable Development Goal Target 4.2.1
Reliability and Validity of the East Asia-Pacific Early Child Development Scales
This study examined the test-retest reliability and predictive validity of the East Asia-Pacific Early Child Development Scales (EAP-ECDS) Short Form. In China, preschools typically provide children with educational activities in age-segregated classrooms - Kindergarten Level 1 (K1) (3 to 4 years), Kindergarten Level 2 (K2) (4 to 5 years), and Kindergarten Level 3 (K3) (5 to 6 years). A total of 709 children in K2 (M age = 57.85 months, SD = 4.77…
Measuring Being “Developmentally on Track”
Assessment of progress toward UN Sustainable Development Goal 4 requires measurement of the proportion of children aged 24 to 59 months developmentally on track in health, learning, and psychosocial well-being (Indicator 4.2.1). UNICEF’s methodological work culminated with the development of the Early Childhood Development Index 2030 (ECDI2030) to measure on track status. To compare direct assessment and caregiver report of early child developmen…
Assessing executive functions in preschoolers in Germany and Hong Kong
Contrasting executive function development among primary school children from Hong Kong and Germany
Previous research findings indicate that young children from East Asia outperform their counterparts from Europe and North America on executive function (EF) tasks. However, very few cross-national studies have focused on EF development during middle childhood. The current study assessed the EF performance of 170 children in grades 2 and 4 from Hong Kong ( n = 80) and Germany ( n = 90) in a cross-sectional design. Children completed tasks assessi…
Predicting child outcomes in Bhutan
Causal relationship between religiosity and value priorities
Development and validation of a Chinese character acquisition assessment for second-language kindergarteners
Demand for second-language (L2) Chinese education for kindergarteners has grown rapidly, but little is known about these kindergarteners’ L2 skills, with existing studies focusing on school-age populations and alphabetic languages. Accordingly, we developed a six-subtest Chinese character acquisition assessment to measure L2 kindergarteners’ abilities to make associations among the forms, sounds, and meanings of 40 Chinese characters, and adminis…
Examining the influence of emotional arousal and scam preventive messaging on susceptibility to scams
Examining Factor Structure of the Chinese Version of the PIRLS 2011 Home Questionnaire
The home questionnaire of the Progress in International Reading Literacy Study (PIRLS-HQ 2011) was designed to gather information from parents or primary caregivers of fourth-grade pupils on their reading literacy development related to aspects of pupils' home lives across countries/districts. The questionnaire was translated into different languages for international comparison and research purposes. This study aims to assess the psychometric pr…
The role of religion in moderating the impact of life events on material life goals
How would religion and a life event carrying an existential threat (LEET) jointly impact a person's life goals of becoming wealthy and successful in one's career? Goal reprioritisation, socioemotional selectivity, and gerotranscendence theories predict a shift away from material goals following a LEET, independent of the effect of religion. However, terror management theory (TMT) predicts that the effect of death thoughts depends on one's prevail…
The role of religion in moderating the impact of life events on material life goals
How would religion and a life event carrying an existential threat (LEET) jointly impact a person's life goals of becoming wealthy and successful in one's career? Goal reprioritisation, socioemotional selectivity, and gerotranscendence theories predict a shift away from material goals following a LEET, independent of the effect of religion. However, terror management theory (TMT) predicts that the effect of death thoughts depends on one's prevail…
Examining Factor Structure of the Chinese Version of the PIRLS 2011 Home Questionnaire
The home questionnaire of the Progress in International Reading Literacy Study (PIRLS-HQ 2011) was designed to gather information from parents or primary caregivers of fourth-grade pupils on their reading literacy development related to aspects of pupils' home lives across countries/districts. The questionnaire was translated into different languages for international comparison and research purposes. This study aims to assess the psychometric pr…
Causal relationship between religiosity and value priorities
Development and validation of a Chinese character acquisition assessment for second-language kindergarteners
Demand for second-language (L2) Chinese education for kindergarteners has grown rapidly, but little is known about these kindergarteners’ L2 skills, with existing studies focusing on school-age populations and alphabetic languages. Accordingly, we developed a six-subtest Chinese character acquisition assessment to measure L2 kindergarteners’ abilities to make associations among the forms, sounds, and meanings of 40 Chinese characters, and adminis…
Examining the influence of emotional arousal and scam preventive messaging on susceptibility to scams
Contrasting executive function development among primary school children from Hong Kong and Germany
Previous research findings indicate that young children from East Asia outperform their counterparts from Europe and North America on executive function (EF) tasks. However, very few cross-national studies have focused on EF development during middle childhood. The current study assessed the EF performance of 170 children in grades 2 and 4 from Hong Kong ( n = 80) and Germany ( n = 90) in a cross-sectional design. Children completed tasks assessi…
Predicting child outcomes in Bhutan
Measuring Being “Developmentally on Track”
Assessment of progress toward UN Sustainable Development Goal 4 requires measurement of the proportion of children aged 24 to 59 months developmentally on track in health, learning, and psychosocial well-being (Indicator 4.2.1). UNICEF’s methodological work culminated with the development of the Early Childhood Development Index 2030 (ECDI2030) to measure on track status. To compare direct assessment and caregiver report of early child developmen…
Assessing executive functions in preschoolers in Germany and Hong Kong
Measuring indicators of Sustainable Development Goal Target 4.2.1
Reliability and Validity of the East Asia-Pacific Early Child Development Scales
This study examined the test-retest reliability and predictive validity of the East Asia-Pacific Early Child Development Scales (EAP-ECDS) Short Form. In China, preschools typically provide children with educational activities in age-segregated classrooms - Kindergarten Level 1 (K1) (3 to 4 years), Kindergarten Level 2 (K2) (4 to 5 years), and Kindergarten Level 3 (K3) (5 to 6 years). A total of 709 children in K2 (M age = 57.85 months, SD = 4.77…
Documenting Socioeconomic Disparities in Early Development and Learning
This study examined the relation between socioeconomic status (SES) and early child development in Hong Kong, where preschool attendance is universal for children aged 3 to 6. Participants were 114 Chinese preschoolers ( M age = 60.25 months, 54 girls) from nursery (K1), lower kindergarten (K2), and upper kindergarten (K3) classes across four kindergartens, along with their teachers and caregivers. Children’s development was assessed using the Ho…
Socioeconomic Gradients in Early Chinese Language and Literacy and Numeracy
This study investigated socioeconomic differences in oral language, literacy, and numeracy, and examined child-level and home-level factors that may explain these differences. Participants included 688 Chinese preschoolers aged 3 to 5 years, who completed assessments of Chinese oral language and literacy, numeracy, and executive function (EF), including working memory, inhibitory control, and cognitive flexibility. Socioeconomic status (SES) was …
Psychology (11 works) · Developmental psychology (8 works) · Early Childhood Education and Development (7 works) · Early childhood (5 works) · Child development (4 works) · Child Nutrition and Water Access (4 works) · Cognition (4 works) · Political science (4 works) · Social Psychology (4 works) · Mathematics (3 works)