Shui-fong Lam
Biographic Data
| ID | 5764032 |
|---|---|
| NAME | Shui-fong Lam |
| GIVEN NAMES | Shui-fong |
| FAMILY NAME | Lam |
| SIGNATURE | LAM S |
| AFFILIATIONS | The University of Hong Kong, Hong Kong |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Being the minority hurts or helps? A moderated mediation model of group membership, cross-cultural acceptance, and school adjustment
This study examined the relations between majority/minority group membership and cross-cultural acceptance, and their linkage to school adjustment. A total of 2,016 students (ethnic minority [EM]: 51%; boys: 50%) at Grades 2, 5, 8, and 11 from 15 schools in Hong Kong participated in the study. These schools were either of low (below 30%) or high EM concentrations (over 70%). EM students at low-EM-concentration schools and Chinese students at high…
Understanding and measuring student engagement in school: The results of an international study from 12 countries.
The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intra…
Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries
European American and Chinese parents' responses to children's success and failure: Implications for children's responses
The authors examined cultural differences in parents' responses to their children's performance. In Study 1 (N = 421), Chinese 5th graders reported that their parents de-emphasized their academic success and emphasized their academic failure, whereas their American counterparts reported that their parents did the opposite. This partially accounted for Chinese (vs. American) children responding less positively to success and more negatively to fai…
Educators’ opinions on classroom observation as a practice of staff development and appraisal
Differential emphases on modernity and confucian values in social categorization: The case of hong kong adolescents in political transition
European American and Chinese parents' responses to children's success and failure: Implications for children's responses
The authors examined cultural differences in parents' responses to their children's performance. In Study 1 (N = 421), Chinese 5th graders reported that their parents de-emphasized their academic success and emphasized their academic failure, whereas their American counterparts reported that their parents did the opposite. This partially accounted for Chinese (vs. American) children responding less positively to success and more negatively to fai…
Differential emphases on modernity and confucian values in social categorization: The case of hong kong adolescents in political transition
Being the minority hurts or helps? A moderated mediation model of group membership, cross-cultural acceptance, and school adjustment
This study examined the relations between majority/minority group membership and cross-cultural acceptance, and their linkage to school adjustment. A total of 2,016 students (ethnic minority [EM]: 51%; boys: 50%) at Grades 2, 5, 8, and 11 from 15 schools in Hong Kong participated in the study. These schools were either of low (below 30%) or high EM concentrations (over 70%). EM students at low-EM-concentration schools and Chinese students at high…
Educators’ opinions on classroom observation as a practice of staff development and appraisal
Differential emphases on modernity and confucian values in social categorization: The case of hong kong adolescents in political transition
Educators’ opinions on classroom observation as a practice of staff development and appraisal
European American and Chinese parents' responses to children's success and failure: Implications for children's responses
The authors examined cultural differences in parents' responses to their children's performance. In Study 1 (N = 421), Chinese 5th graders reported that their parents de-emphasized their academic success and emphasized their academic failure, whereas their American counterparts reported that their parents did the opposite. This partially accounted for Chinese (vs. American) children responding less positively to success and more negatively to fai…
Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries
Understanding and measuring student engagement in school: The results of an international study from 12 countries.
The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intra…
Being the minority hurts or helps? A moderated mediation model of group membership, cross-cultural acceptance, and school adjustment
This study examined the relations between majority/minority group membership and cross-cultural acceptance, and their linkage to school adjustment. A total of 2,016 students (ethnic minority [EM]: 51%; boys: 50%) at Grades 2, 5, 8, and 11 from 15 schools in Hong Kong participated in the study. These schools were either of low (below 30%) or high EM concentrations (over 70%). EM students at low-EM-concentration schools and Chinese students at high…
Psychology (6 works) · Developmental psychology (4 works) · Social Psychology (4 works) · Early Childhood Education and Development (3 works) · Ethnic group (3 works) · Perception (3 works) · Academic achievement (2 works) · Affect (linguistics (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · China (2 works)