Kit-Tai Hau
Biographic Data
| ID | 4233567 |
|---|---|
| NAME | Kit-Tai Hau |
| GIVEN NAMES | Kit-Tai |
| FAMILY NAME | Hau |
| SIGNATURE | HAU K |
| AFFILIATIONS | Department of Educational Psychology, The Chinese University of Hong Kong |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 183 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
Moderation effects of teacher support and disciplinary climate on SES and reading relation in high and low globally competitive economies
Performance of Coefficient Alpha and Its Alternatives: Effects of Different Types of Non-Normality
We examined the performance of coefficient alpha and its potential competitors (ordinal alpha, omega total, Revelle’s omega total [omega RT], omega hierarchical [omega h], greatest lower bound [GLB], and coefficient H) with continuous and discrete data having different types of non-normality. Results showed the estimation bias was acceptable for continuous data with varying degrees of non-normality when the scales were strong (high loadings). Thi…
Measuring Motivation to Take Low-Stakes Large-Scale Test: New Model Based on Analyses of “Participant-Own-Defined” Missingness
In large-scale low-stake assessment such as the Programme for International Student Assessment (PISA), students may skip items (missingness) which are within their ability to complete. The detection and taking care of these noneffortful responses, as a measure of test-taking motivation, is an important issue in modern psychometric models. Traditional approaches based on questionnaires and item response theory may have different limitations. In th…
Academic Self-Concept and Achievement
Who Took the “×” out of Expectancy-Value Theory?: A Psychological Mystery, a Substantive-Methodological Synergy, and a Cross-National Generalization
Expectancy-value theory (EVT) is a dominant theory of human motivation. Historically, the Expectancy × Value interaction, in which motivation is high only if both expectancy and value are high, was central to EVT. However, the Expectancy × Value interaction mysteriously disappeared from published research more than 25 years ago. Using large representative samples of 15-year-olds ( N = 398,750) from 57 diverse countries, we attempted to solve this…
OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-Cultural, Psychometric Comparisons Across 25 Countries
Through a rigorous process of selecting educational psychology's most useful affective constructs, the Organisation for Economic Co-operation and Development (OECD) constructed the Students' Approaches to Learning (SAL) instrument, which requires only 10 min to measure 14 factors that assess self-regulated learning strategies, self-beliefs, motivation, and learning preferences. This study evaluated SAL responses from nationally representative sam…
Structural Equation Models of Latent Interactions: Evaluation of Alternative Estimation Strategies and Indicator Construction.
Interactions between (multiple indicator) latent variables are rarely used because of implementation complexity and competing strategies. Based on 4 simulation studies, the traditional constrained approach performed more poorly than did 3 new approaches--unconstrained, generalized appended product indicator, and quasi-maximum-likelihood (QML). The authors' new unconstrained approach was easiest to apply. All 4 approaches were relatively unbiased …
In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings
Goodness-of-fit (GOF) indexes provide "rules of thumb"—recommended cutoff values for assessing fit in structural equation modeling. Hu and Bentler (1999) proposed a more rigorous approach to evaluating decision rules based on GOF indexes and, on this basis, proposed new and more stringent cutoff values for many indexes. This article discusses potential problems underlying the hypothesis-testing rationale of their research, which is more appropria…
The Big-Fish-Little-Pond Effect Stands Up to Scrutiny
Incorporation Of Content Balancing Requirements In Stratification Designs For Computerized Adaptive Testing
In computerized adaptive testing, the multistage a-stratified design advocates a new philosophy on pool management and item selection in which, contradictory to common practice, less discriminating items are used first. The method is effective in reducing item-overlap rate and enhancing pool utilization. This stratification method has been extended in different ways to deal with the practical issues of content constraints and the positive correla…
Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools
Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish-little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural st…
Multilevel Causal Ordering of Academic Self-Concept and Achievement: Influence of Language of Instruction (English Compared With Chinese) for Hong Kong Students
Based on a large, representative, 6-year longitudinal sample of Hong Kong students (7,802 students in 56 high schools), we examined relations among academic self-concept, academic achievement, and language of instruction (Chinese as compared with English). In support of the cross-cultural generalizability of the reciprocal effects model, prior self-concept had significant effects on subsequent achievement beyond the effects of prior achievement; …
Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools
Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, which has a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond effect (BFLPE), higher school-average achievements led to lower academic self-concepts (contras…
Assessing Goodness of Fit: Is Parsimony Always Desirable?
Many mechanistic rules of thumb for evaluating the goodness of fit of structural equation models (SEM) emphasize model parsimony; all other things being equal, a simpler, more parsimonious model with fewer estimated parameters is better than a more complex model Although this is usually good advice, in the present article a heuristic counterexample is demonstrated in which parsimony as typically operationalized in indices of fit may be undesirabl…
Perceptions of parenting in mainland China, Taiwan, and Hong Kong: Sex differences and societal differences
Variations in parenting in Chinese families were examined with data from adults in mainland China, Taiwan, and Hong Kong. Ss completed questionnaires that assessed their perceptions of their mothers'and fathers'warmth and control during their childhood
Relations among perceived parental control, warmth, indulgence, and family harmony of Chinese in mainland China
Etude, en Chine, du controle dominant et de la chaleur du pere et de la mere, de leur indulgence et de l'harmonie familiale, tels qu'ils sont percus par leurs fils et filles a l'âge adulte
Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools
Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish-little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural st…
Perceptions of parenting in mainland China, Taiwan, and Hong Kong: Sex differences and societal differences
Variations in parenting in Chinese families were examined with data from adults in mainland China, Taiwan, and Hong Kong. Ss completed questionnaires that assessed their perceptions of their mothers'and fathers'warmth and control during their childhood
Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools
Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, which has a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond effect (BFLPE), higher school-average achievements led to lower academic self-concepts (contras…
Relations among perceived parental control, warmth, indulgence, and family harmony of Chinese in mainland China
Etude, en Chine, du controle dominant et de la chaleur du pere et de la mere, de leur indulgence et de l'harmonie familiale, tels qu'ils sont percus par leurs fils et filles a l'âge adulte
Multilevel Causal Ordering of Academic Self-Concept and Achievement: Influence of Language of Instruction (English Compared With Chinese) for Hong Kong Students
Based on a large, representative, 6-year longitudinal sample of Hong Kong students (7,802 students in 56 high schools), we examined relations among academic self-concept, academic achievement, and language of instruction (Chinese as compared with English). In support of the cross-cultural generalizability of the reciprocal effects model, prior self-concept had significant effects on subsequent achievement beyond the effects of prior achievement; …
The Big-Fish-Little-Pond Effect Stands Up to Scrutiny
Relations among perceived parental control, warmth, indulgence, and family harmony of Chinese in mainland China
Etude, en Chine, du controle dominant et de la chaleur du pere et de la mere, de leur indulgence et de l'harmonie familiale, tels qu'ils sont percus par leurs fils et filles a l'âge adulte
Perceptions of parenting in mainland China, Taiwan, and Hong Kong: Sex differences and societal differences
Variations in parenting in Chinese families were examined with data from adults in mainland China, Taiwan, and Hong Kong. Ss completed questionnaires that assessed their perceptions of their mothers'and fathers'warmth and control during their childhood
Assessing Goodness of Fit: Is Parsimony Always Desirable?
Many mechanistic rules of thumb for evaluating the goodness of fit of structural equation models (SEM) emphasize model parsimony; all other things being equal, a simpler, more parsimonious model with fewer estimated parameters is better than a more complex model Although this is usually good advice, in the present article a heuristic counterexample is demonstrated in which parsimony as typically operationalized in indices of fit may be undesirabl…
Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools
Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, which has a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond effect (BFLPE), higher school-average achievements led to lower academic self-concepts (contras…
Multilevel Causal Ordering of Academic Self-Concept and Achievement: Influence of Language of Instruction (English Compared With Chinese) for Hong Kong Students
Based on a large, representative, 6-year longitudinal sample of Hong Kong students (7,802 students in 56 high schools), we examined relations among academic self-concept, academic achievement, and language of instruction (Chinese as compared with English). In support of the cross-cultural generalizability of the reciprocal effects model, prior self-concept had significant effects on subsequent achievement beyond the effects of prior achievement; …
Incorporation Of Content Balancing Requirements In Stratification Designs For Computerized Adaptive Testing
In computerized adaptive testing, the multistage a-stratified design advocates a new philosophy on pool management and item selection in which, contradictory to common practice, less discriminating items are used first. The method is effective in reducing item-overlap rate and enhancing pool utilization. This stratification method has been extended in different ways to deal with the practical issues of content constraints and the positive correla…
Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools
Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish-little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural st…
Structural Equation Models of Latent Interactions: Evaluation of Alternative Estimation Strategies and Indicator Construction.
Interactions between (multiple indicator) latent variables are rarely used because of implementation complexity and competing strategies. Based on 4 simulation studies, the traditional constrained approach performed more poorly than did 3 new approaches--unconstrained, generalized appended product indicator, and quasi-maximum-likelihood (QML). The authors' new unconstrained approach was easiest to apply. All 4 approaches were relatively unbiased …
In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings
Goodness-of-fit (GOF) indexes provide "rules of thumb"—recommended cutoff values for assessing fit in structural equation modeling. Hu and Bentler (1999) proposed a more rigorous approach to evaluating decision rules based on GOF indexes and, on this basis, proposed new and more stringent cutoff values for many indexes. This article discusses potential problems underlying the hypothesis-testing rationale of their research, which is more appropria…
The Big-Fish-Little-Pond Effect Stands Up to Scrutiny
OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-Cultural, Psychometric Comparisons Across 25 Countries
Through a rigorous process of selecting educational psychology's most useful affective constructs, the Organisation for Economic Co-operation and Development (OECD) constructed the Students' Approaches to Learning (SAL) instrument, which requires only 10 min to measure 14 factors that assess self-regulated learning strategies, self-beliefs, motivation, and learning preferences. This study evaluated SAL responses from nationally representative sam…
Who Took the “×” out of Expectancy-Value Theory?: A Psychological Mystery, a Substantive-Methodological Synergy, and a Cross-National Generalization
Expectancy-value theory (EVT) is a dominant theory of human motivation. Historically, the Expectancy × Value interaction, in which motivation is high only if both expectancy and value are high, was central to EVT. However, the Expectancy × Value interaction mysteriously disappeared from published research more than 25 years ago. Using large representative samples of 15-year-olds ( N = 398,750) from 57 diverse countries, we attempted to solve this…
Academic Self-Concept and Achievement
Measuring Motivation to Take Low-Stakes Large-Scale Test: New Model Based on Analyses of “Participant-Own-Defined” Missingness
In large-scale low-stake assessment such as the Programme for International Student Assessment (PISA), students may skip items (missingness) which are within their ability to complete. The detection and taking care of these noneffortful responses, as a measure of test-taking motivation, is an important issue in modern psychometric models. Traditional approaches based on questionnaires and item response theory may have different limitations. In th…
Performance of Coefficient Alpha and Its Alternatives: Effects of Different Types of Non-Normality
We examined the performance of coefficient alpha and its potential competitors (ordinal alpha, omega total, Revelle’s omega total [omega RT], omega hierarchical [omega h], greatest lower bound [GLB], and coefficient H) with continuous and discrete data having different types of non-normality. Results showed the estimation bias was acceptable for continuous data with varying degrees of non-normality when the scales were strong (high loadings). Thi…
Moderation effects of teacher support and disciplinary climate on SES and reading relation in high and low globally competitive economies
Psychology (11 works) · Mathematics (9 works) · Statistics (9 works) · Developmental psychology (8 works) · Social Psychology (7 works) · Computer Science (6 works) · Cultural Differences and Values (6 works) · Psychometric Methodologies and Testing (6 works) · Econometrics (5 works) · Education, Achievement, and Giftedness (4 works)