Frederick K S Leung
Biographic Data
| ID | 4344947 |
|---|---|
| NAME | Frederick K S Leung |
| GIVEN NAMES | Frederick K S |
| FAMILY NAME | Leung |
| SIGNATURE | LEUNG F K S |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0003-1725-3883 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Cultural Explanation of Motivation-Achievement Paradox in Math
Although math motivation is positively associated with math achievement, the pattern reverses at the country level such that societies with higher motivational levels show lower achievement. This motivation-achievement paradox has puzzled researchers, and existing explanations have failed to fully account for the phenomenon. We advance and test a cultural explanation of the paradox using two large-scale studies. Both studies found that long-term …
The appraisal antecedents of Shanghai students’ mathematics anxiety and the moderating effects of teacher behaviours
As mathematics anxiety could result in students’ low performance and impact their well-being, it is necessary for both researchers and educators to understand what causes mathematics anxiety and what moderates these effects. Based on the control-value theory, the present study proposed a framework that students’ mathematics anxiety was triggered by their control and value appraisals, and teacher behaviours could play moderating roles in the proce…
Control–value appraisals and academic emotions
This study examined the reciprocal relation between lesson-specific perceived cognitive appraisals and academic emotions on an intra-individual level. A daily diary study was conducted using a sample of 266 Chinese Han students (Grades 7–8; 56.8% boys; Mage = 13.70, SDage = 0.52) during 10 mathematics lessons in 2022. Standardized questionnaires were also administered to these students before the daily diary study. The results of the dynamic stru…
Dimensions of students’ views of classroom teaching and attitudes towards mathematics
Achievement goal orientations, learning strategies, and mathematics achievement
This study compared the relationships between the goal orientations, learning strategies, and mathematics achievement of Chinese Miao and Han students. A total of 211 Han and 321 Miao fifth‐ and sixth‐grade students from Qiandongnan participated in the study. The results suggest that, in both samples, mastery orientation positively predicted the use of surface/deep learning strategies and mathematics achievement, and that performance‐approach ori…
Issues involved in the adoption of Realistic Mathematics Education in Indonesian culture
Research on educational borrowing has been largely concerned with debates on the complexity of transferring educational models and approaches from one culture to another. This study aims to understand the issues involved in the adoption of a Dutch approach to mathematics instruction, Realistic Mathematics Education (RME), in Indonesian culture. The data collected include a questionnaire survey for Indonesian teachers who have been trained for RME…
The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries
A study of the alignment of learning targets and assessment to generic skills in the new senior secondary mathematics curriculum in Hong Kong
Digging below the surface
In Search of an East Asian Identity in Mathematics Education
No prominent works on this page.
In Search of an East Asian Identity in Mathematics Education
Digging below the surface
A study of the alignment of learning targets and assessment to generic skills in the new senior secondary mathematics curriculum in Hong Kong
The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries
Issues involved in the adoption of Realistic Mathematics Education in Indonesian culture
Research on educational borrowing has been largely concerned with debates on the complexity of transferring educational models and approaches from one culture to another. This study aims to understand the issues involved in the adoption of a Dutch approach to mathematics instruction, Realistic Mathematics Education (RME), in Indonesian culture. The data collected include a questionnaire survey for Indonesian teachers who have been trained for RME…
Achievement goal orientations, learning strategies, and mathematics achievement
This study compared the relationships between the goal orientations, learning strategies, and mathematics achievement of Chinese Miao and Han students. A total of 211 Han and 321 Miao fifth‐ and sixth‐grade students from Qiandongnan participated in the study. The results suggest that, in both samples, mastery orientation positively predicted the use of surface/deep learning strategies and mathematics achievement, and that performance‐approach ori…
Dimensions of students’ views of classroom teaching and attitudes towards mathematics
The appraisal antecedents of Shanghai students’ mathematics anxiety and the moderating effects of teacher behaviours
As mathematics anxiety could result in students’ low performance and impact their well-being, it is necessary for both researchers and educators to understand what causes mathematics anxiety and what moderates these effects. Based on the control-value theory, the present study proposed a framework that students’ mathematics anxiety was triggered by their control and value appraisals, and teacher behaviours could play moderating roles in the proce…
Control–value appraisals and academic emotions
This study examined the reciprocal relation between lesson-specific perceived cognitive appraisals and academic emotions on an intra-individual level. A daily diary study was conducted using a sample of 266 Chinese Han students (Grades 7–8; 56.8% boys; Mage = 13.70, SDage = 0.52) during 10 mathematics lessons in 2022. Standardized questionnaires were also administered to these students before the daily diary study. The results of the dynamic stru…
A Cultural Explanation of Motivation-Achievement Paradox in Math
Although math motivation is positively associated with math achievement, the pattern reverses at the country level such that societies with higher motivational levels show lower achievement. This motivation-achievement paradox has puzzled researchers, and existing explanations have failed to fully account for the phenomenon. We advance and test a cultural explanation of the paradox using two large-scale studies. Both studies found that long-term …
Psychology (9 works) · Mathematics education (8 works) · Education, Achievement, and Giftedness (5 works) · Pedagogy (5 works) · Social Psychology (5 works) · Academic achievement (4 works) · Developmental psychology (4 works) · Motivation and Self-Concept in Sports (4 works) · Curriculum (3 works) · Geography (3 works)