Hubin Yin
Biographic Data
| ID | 615471 |
|---|---|
| NAME | Hubin Yin |
| GIVEN NAMES | Hubin |
| FAMILY NAME | Yin |
| SIGNATURE | YIN H |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0001-5424-587X |
| VERIFIED | Yes |
| TOTAL WORKS | 96 |
| TOTAL CITATIONS | 192 |
| AUTHOR COUNT | 95 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
How teachers’ creative pedagogies shape students’ creative thinking skills: A multilevel moderated mediation analysis from East Asia
Culture matters for teachers’ emotion regulation and its relations to their well-being: A three-level meta-analytic review
Teachers’ emotion regulation may serve either as a personal resource that enhances their well-being or as a personal demand that impairs it. A meta-analytic review is necessary and timely to explore the relationships between teachers’ emotion regulation and their well-being across multiple samples. Emotion regulation is culture-specific and context-sensitive. However, few educational studies have provided robust empirical examinations of the role…
Exploring the impact of a GenAI-supported feedback practice on student feedback literacy in L2 writing
The integration of Generative Artificial Intelligence (GenAI) into L2 writing feedback has gained attention, yet its intersection with student feedback literacy development remains underexplored. This mixed-methods study addresses this gap by examining a 12-week GenAI-supported feedback practice involving 96 Chinese postgraduate students. A triadic pedagogical practice was employed, including preparatory scaffolding, diversified feedback sources …
Can GenAI help undergraduate students become independent writers? An intervention study on its effects on writing motivation, feedback literacy, and self-regulated learning strategies
This mixed-methods study adopts a longitudinal perspective to investigate whether and how GenAI-supported feedback practice influences students’ writing motivation, feedback literacy, and self-regulated learning (SRL) strategy use, three aspects essential for developing as independent writers. Participants were 61 Chinese undergraduates enrolled in an academic writing program. Quantitative and qualitative findings revealed a differentiated patter…
Teachers’ Emotion Regulation: Contextual and Multidisciplinary Perspectives
Which constructs should we target? Identifying the most critical motivation and engagement components in online learning environments
Online learning has become a dominant mode of education in the digital era. However, students’ low levels of motivation and engagement in online learning continue to undermine its effectiveness. It is important to identify the motivation and engagement components that are most critical and should be prioritized for intervention. Furthermore, the extent to which the critical motivation and engagement components differ across genders remains undere…
Dynamic, anticipatory, and long-term future-oriented coping: How novice science teachers cope with workplace challenges
Conceptualizing teachers’ interpersonal emotion regulation: A social-functionalist framework
Theorizing AI literacy development using Habermas' three cognitive knowledge interests from a systematic review: A STEM interdisciplinary perspective
Promoting Interdisciplinary Learning With Generative AI Through Self‐Regulated Scaffolding
Examining the relationship between undergraduates’ motivation, engagement and learning outcomes in China: A three-wave longitudinal investigation
The Motivation and Engagement Wheel (MEW) has been widely utilised to assess student engagement in cross-sectional studies. The present study extended the application of the MEW framework to a 3-wave longitudinal investigation, depicting a dynamic relationship among student motivation, engagement, and desirable learning outcomes. A sample of 1,477 Chinese undergraduates participated in three rounds of surveys with six-month intervals between each…
Navigating challenges: A critical examination of school-based curriculum development in Hong Kong
Three paradigms of inquiry into self-regulated learning (SRL): A critical analysis and ways to transformative and integrated practices
This paper aims to review and conceptualize how researchers with different human interests understand and approach self-regulated learning (SRL) for their specific purposes. In this narrative literature review, three paradigms of inquiry into SRL guided by Habermas's three human interests (i.e., technical interests, practical interests, and critical/emancipatory interests) are presented in an interpretive way. It was found that, with various huma…
Revisiting the research on teachers’ emotion regulation: A systematic review and future directions
How professional capital empowers ICT Integration: The roles of teachers’ constructivist belief, differentiated instruction and AI literacy
Research has yet to fully uncover how professional capital translates into effective ICT integration by teachers in the age of artificial intelligence. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this study analyzed data from 1015 Chinese middle school teachers using structural equation modeling. This study unveiled that: (1) Professional capital was positively associated with constructivist belief and different…
Investigating the relationship between instructional leadership and teacher well-being: A moderated mediation analysis of Pisa 2022
How do Chinese undergraduates harness the potential of appraisal and emotions in generative AI-Powered learning? A multigroup analysis based on appraisal theory
Profiling motivation and engagement in online learning: A multilevel latent profile analysis of students and institutions
Unravelling the Interplay of Pre‐Service Language Teachers' Emotions and Professional Identities: A Dynamic Systems Model of Role Identity Perspective
Previous studies have given limited attention to the emotional and identity changes of pre‐service language teachers in education taught master (ETM) programmes. To fill this gap, this study explores the emotional changes of seven pre‐service language teachers undergoing professional training in an ETM programme. Following the Dynamic Systems Model of Role Identity (DSMRI), we conducted semi‐structured interviews, collected complementary reflecti…
Supervisors’ emotion regulation in research supervision: Navigating dilemmas in an accountability-based context
Given the complexity and high demands of research supervision and the intricate emotional experiences of supervisors, there is a need to explore how they regulate their emotions, particularly across various disciplinary backgrounds. The current study explored the emotion regulation strategies employed by research supervisors during the process of supervising graduate students. Based on data collected through semi-structured interviews, observatio…
Struggling between emotionality and rationality: Insights into research supervisors’ motives and strategies for regulating graduate students’ emotions
In graduate education, research supervisors’ regulation of graduate students’ emotions significantly affects their research productivity and well-being. This study explored the distinct strategies and underlying motives behind supervisors’ extrinsic emotion regulation during their interactions with students. Data were collected through semi-structured interviews, observations during meetings, and document analysis involving ten research superviso…
The contagious relationship between principals' stress and teachers’ occupational well-being: A multilevel mediation analysis
Like porcupines and hedgehogs”: Building positive teacher-student relationships in L2 classroom assessment from a relationships motivation theory perspective
Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement
Drawing on the control-value theory, this cross-cultural research inspected the association between positive activating emotions, namely pride, hope, and enjoyment, and academic engagement among Chinese and Iranian EFL students. This study also looked into the role of these positive emotions in predicting Chinese and Iranian students' academic engagement. Using a maximum variation sampling technique, 346 Chinese and 353 Iranian EFL students were …
Growing in organisations: The multifaceted effects of organisational support on teachers' digital literacy
Although global education policies increasingly emphasise the importance of teachers' digital literacy, there is still limited understanding of how to effectively enhance their digital competencies, particularly within organisational contexts. This study analyses a sample of teachers from PISA 2022 ( N = 68,054) using hierarchical linear regression and structural equation modelling to investigate the complex relationship between organisational su…
Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work
A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students
Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools
Mapping the research on language teacher emotion: A systematic literature review
Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction
Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis
Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens
Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement
Drawing on the control-value theory, this cross-cultural research inspected the association between positive activating emotions, namely pride, hope, and enjoyment, and academic engagement among Chinese and Iranian EFL students. This study also looked into the role of these positive emotions in predicting Chinese and Iranian students' academic engagement. Using a maximum variation sampling technique, 346 Chinese and 353 Iranian EFL students were …
Frustration drives me to grow’: Unraveling EFL teachers' emotional trajectory interacting with identity development
Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching
The bright side of dark emotions: Exploring EFL teachers’ emotions, emotional capital, and engagement in curriculum implementation
Doing authentic research” with artifacts to facilitate teacher learning across multiple communities
Applying structural equation modelling to research on teaching and teacher education: Looking back and forward
Facilitating professional learning communities in China: Do leadership practices and faculty trust matter
The relationships between paternalistic leadership, teachers’ emotional labor, engagement, and turnover intention: A multilevel SEM analysis
Challenge job demands and job resources to university teacher well-being: The Mediation of Teacher Efficacy
This study investigated the associations between challenge job demands, job resources, emotional exhaustion and work engagement, and examined the mediation effect of teacher efficacy as a personal resource in the job demands-resources model. The results of a questionnaire survey of 2758 university teachers from 25 universities in mainland China indicated that challenge job demands were positively related to emotional exhaustion and negatively rel…
Profiles of teacher self-efficacy and their relations to teacher demographics and affective well-being: A social cognitive perspective
Happy teachers are efficacious and committed, but not vice versa: Unraveling the longitudinal relationships between Hong Kong kindergarten teachers’ psychological well-being, self-efficacy, and commit…
Teacher Empowerment and Receptivity in Curriculum Reform in China
This study explores the relationships between teacher empowerment, teacher receptivity toward, and perceived outcomes of, a system-wide curriculum change, particularly national curriculum reform in basic education in China. The results of a survey of 1,646 teachers from six provinces indicate that teachers were positive in their receptivity and perception of reform outcomes in general. Female teachers reported that they were more empowered and mo…
Ideological and political tendencies of factions in the red guard movement
This paper observes the most important ideological and political tendencies of the Red Guard Movement during the first three years of China's Cultural Revolution. This paper focuses on the differences between them—the Old Red Guards, conservative Red Guards, rebel Red Guards and ultraleft Red Guards. The Old Red Guards were the initiators of the Red Guard movement. They mainly attacked the intellectuals, overthrown ‘class enemies’ and some leader…
Growing in organisations: The multifaceted effects of organisational support on teachers' digital literacy
Although global education policies increasingly emphasise the importance of teachers' digital literacy, there is still limited understanding of how to effectively enhance their digital competencies, particularly within organisational contexts. This study analyses a sample of teachers from PISA 2022 ( N = 68,054) using hierarchical linear regression and structural equation modelling to investigate the complex relationship between organisational su…
Bifurcating and balancing: Language teachers’ emotion regulation motives and professional identity construction in cross‐cultural contexts
This study investigated language teachers’ emotion regulation motives (ERMs) and their identity construction in cross‐cultural contexts. Drawing upon qualitative data about eight Chinese as a second language teachers for international students through semi‐structured interviews, classroom observation, and document collection, the study identified three overarching motives and six identities of language teachers: teacher as instructor and discipli…
Framing the theoretical perspectives on emotion regulation: A Habermasian typology and its implications for educational research
Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities
Ideological and political tendencies of factions in the red guard movement
This paper observes the most important ideological and political tendencies of the Red Guard Movement during the first three years of China's Cultural Revolution. This paper focuses on the differences between them—the Old Red Guards, conservative Red Guards, rebel Red Guards and ultraleft Red Guards. The Old Red Guards were the initiators of the Red Guard movement. They mainly attacked the intellectuals, overthrown ‘class enemies’ and some leader…
China’s Creation and Origin Myths: Cross-cultural Explorations in Oral and Written Traditions
How did the world begin? How were the first people created and which specific roles were they supposed to play in the cosmos? Like other mythologies worldwide, China’s creation and origin myths explain how man created order out of chaos and imposed culture on nature. Cross-cultural approaches to myth make us aware of the limitations of our own familiar classifications. This book makes a provocative case for the comparative study of the hidden tre…
Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective
Emotions Matter: Teachers' Feelings About Their Interactions with Teacher Trainers During Curriculum Reform
Compared with the rich exploration of teachers' emotional geographies in the West, there have been only a small number of studies conducted in Chinese societies that have adopted Hargreaves's emotional geographies to analyze human interactions in education. This study explores the nature of emotions felt by teachers during their interactions with teacher trainers during the period of national curriculum reform in mainland China. Three kinds of em…
Teacher Empowerment and Receptivity in Curriculum Reform in China
This study explores the relationships between teacher empowerment, teacher receptivity toward, and perceived outcomes of, a system-wide curriculum change, particularly national curriculum reform in basic education in China. The results of a survey of 1,646 teachers from six provinces indicate that teachers were positive in their receptivity and perception of reform outcomes in general. Female teachers reported that they were more empowered and mo…
Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work
A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students
Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction
Unmasking the teaching quality of higher education: Students’ course experience and approaches to learning in China
The quality of teaching in higher education is a topic which has generated heated debate in China, though there has been a remarkable paucity of empirical research into the characteristics of teaching and learning in Chinese universities. This study examined Chinese university students' course experience and its influence on their approaches to learning. A sample of 2529 students from 15 full-time regular universities responded to the questionnai…
The effect of teachers’ emotional labour on teaching satisfaction: Moderation of emotional intelligence
Teachers can be seen as emotional workers often needing to be sensitive to the demands that their work makes on their emotions, and skilful in regulating their feelings, but few quantitative studies have examined this issue systematically. Using hierarchical regression analysis to examine this issue, this study investigates teachers’ perceptions of the relationships among the emotional job demands, emotional intelligence, emotional labour strateg…
Assessing and improving the quality of undergraduate teaching in China: The Course Experience Questionnaire
Assessing and improving the quality of undergraduate teaching is an important issue in China. Using the Course Experience Questionnaire, this study examined the quality of undergraduate teaching by investigating the relationships between students' course experience, the learning outcomes demonstrated by the students and the learning environment. Two thousand and forty-three second-year students participated in a questionnaire survey. The results …
Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching
Teacher motivation: Definition, research development and implications for teachers
The past decade has witnessed an increase in research on teacher motivation which has been proved a crucial factor closely related to a number of variables in education such as student motivation, educational reform, teaching practice and teachers’ psychological fulfilment and well-being. To address the constant calls for teacher motivation research, this paper attempts to pose a comprehensive review of teacher motivation studies conducted from d…
Undergraduate students’ motivation and engagement in China: An exploratory study
Viewing student engagement as a multidimensional construct, this study explored the motivation and engagement of undergraduate students in China. A sample of 1131 students from 10 full-time universities in Beijing participated in a survey. The results showed that the Motivation and Engagement Scale for university/college students is a promising and valid instrument for assessing student engagement in Chinese universities. Chinese undergraduates s…
Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies
Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources, this study examined the relationships between two characteristics of teachers' work environment (i.e., emotional job demands and trust in colleagues) and two indicators of teachers' well-being (i.e., teaching satisfaction and emotional exhaustion). In particular, the study focused on how emotion regulation strategies (i.e., reappraisal and …
Students’ course experience and engagement: An attempt to bridge two lines of research on the quality of undergraduate education
This study attempts to bridge two current lines of research on the quality of undergraduate education, i.e. students’ course experiences and engagement. Defining student engagement from a psychological perspective, this study explores the relationships between students’ course experiences and their motivation and engagement with a sample of 882 Chinese undergraduates who participated in a questionnaire survey. The results of structural equation m…
Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools
Investigating academic dishonesty among Chinese undergraduate students: Does gender matter
The high rate of academic dishonesty reported among Chinese college students has created challenges for practitioners in both domestic and Western universities. Following two contrasting yet complementary scholarly approaches, this study explored the relative importance of predictors indicative of students’ intention to cheat (moral attitude, subjective norm and penalty enforcement) and of their educational preparedness for academic integrity (in…
Employees' Emotional Labor and Emotional Exhaustion: Trust and Gender as Moderators
In order to obtain a comprehensive insight into the nature of service employees' emotional labor, we examined the effect of gender and employees' trust in colleagues on the relationship between their emotional labor and emotional exhaustion. We focused on two emotional labor strategies: surface acting and deep acting. Participants comprised 679 Chinese service employees. The results showed that trust in colleagues strengthened the negative relati…
Facilitating professional learning communities in China: Do leadership practices and faculty trust matter
Are we racing to the data-ism in education
Are we racing to the data-ism in education?." Educational Philosophy and Theory, 50(14), pp. 1370–1371
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China
The study explored the relationships among instructional leadership, professional learning community components, and teacher self-efficacy in the context of mainland China. Study subjects were 1082 elementary school teachers participating in a questionnaire survey. The results showed that instructional leadership had significant effects on the five professional learning community components, four of which, collaborative activity, collective focus…
The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review
Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens
Case study of "Meilong model" ecological animal husbandry shareholding cooperatives in Qinghai
This article examines Meilong animal husbandry cooperatives in the Haixi Prefecture of Qinghai Province, China as a study case, using information gathered through field surveys and questionnaires to explore the systemic structure and operational mechanisms of Meilong Cooperatives, as well as its impacts on pastoral areas and herdsmen. Based on the results, the main contribution of the Meilong Model is providing a new way for pastoral villages to …
Psychology (74 works) · Social Psychology (44 works) · Pedagogy (41 works) · Sociology (35 works) · Mathematics education (31 works) · Political science (31 works) · Teacher Education and Leadership Studies (21 works) · Social Psychology (19 works) · China (18 works) · Early Childhood Education and Development (17 works)