Alexander S Yeung
Biographic Data
| ID | 636643 |
|---|---|
| NAME | Alexander S Yeung |
| GIVEN NAMES | Alexander S |
| FAMILY NAME | Yeung |
| SIGNATURE | YEUNG A S |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0000-0003-3462-9475 |
| VERIFIED | Yes |
| TOTAL WORKS | 36 |
| TOTAL CITATIONS | 159 |
| AUTHOR COUNT | 36 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Impact Evaluation of the Deadly Indigenous Research Internships: Indigenous Australian University Students’ Perceptions
This study evaluated the Deadly Indigenous Research Internship, a program designed to immerse Indigenous Australian undergraduate students in research, foster academic and research skills, strengthen cultural pride and promote aspirations for further education. A total of 10 interns completed a structured survey, and seven participated in in-depth interviews to examine their motivations for joining, experiences within the program, and perceived i…
Understanding STEM gender differences through the lens of cognitive load and academic self-concept frameworks
Indigenous youth wellbeing in higher education: A systematic literature review of qualitative studies
Completing a higher education degree is a game changer for the success of Indigenous youth. However, there is a paucity of research which explores the enablers of and barriers to Indigenous higher education youth (18–25 years) wellbeing. This systematic literature review aimed to explore the nature and scope of international research that engages with Indigenous youth to identify the enablers of and barriers to youth’s wellbeing when undertaking …
Enabling Indigenous wellbeing in higher education: Indigenous Australian youth-devised strategies and solutions
Indigenous youth comprise over half of the Indigenous Australian population; however, there is a scarcity of research that focuses on improving Indigenous Australians’ wellbeing in higher education. The purpose of this study was to identify Indigenous-devised strategies to support wellbeing of salience to Indigenous Australian higher education students. Using Indigenous methodology, Indigenous youth ( N = 7; aged between 18 and 25 years) studying…
The associations between basic psychological need satisfaction at work and the wellbeing of Indigenous and non-Indigenous employees
We investigated how satisfaction of the basic psychological needs at work was associated with the psychological and physical wellbeing of Indigenous and non-Indigenous employees both within and outside of the workplace. Participants included 1,146 Indigenous ( n = 559) and non-Indigenous Australians (60.9% female), aged 18 to 81 years ( Mage = 43.54) who were recruited through their employer or online advertisements. Structural equation modelling…
High-ability Aboriginal Australian students’ reasoning about source of effort
This study investigated how high-ability Australian Aboriginal adolescents reasoned about sources of effort in their transition to secondary schools. High-ability Year 7 Aboriginal adolescents (n = 4) participated in interviews on three occasions: Term 1 Year 6 (primary); Term 1 Year 7 (secondary); and Term 4 Year 7 (post-transition). Parents (n = 5) and staff (n = 20) were interviewed on one or two occasions. The longitudinal, mixed-methods desi…
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
A Cross-Cultural Investigation of Basic Psychological Need Satisfaction at Work in an Indigenous and Non-Indigenous Australian Sample Across Occupation Types
Self-determination theory (SDT) posits universality without cross-cultural uniformity of the three basic psychological needs (autonomy, competence, and relatedness) which have been associated with desirable job outcomes. Yet these promising directions in theory and research have not been extended to Indigenous samples and different occupational types. This is unfortunate as Indigenous peoples globally remain the most disadvantaged on all socio-ec…
Boarding schools: A longitudinal examination of Australian Indigenous and non‐Indigenous boarders’ and non‐boarders’ wellbeing
Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well‐intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non‐Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living…
Empowering the voices and agency of Indigenous Australian youth and their wellbeing in higher education✰
Support for Aboriginal and non-Aboriginal Australian students’ wellbeing at school
Competence and challenge in professional development: Teacher perceptions at different stages of career
Teachers are expected to meet professional requirements concerning: (1) their role as a teacher, (2) capacity to teach and meet students’ specific learning needs, (3) managing the classroom effectively, and (4) cooperating with other professionals within the school. Teachers build up competencies and experience challenges associated with these requirements at different career stages. The present study investigates teachers’ perceived challenge an…
A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference
University english language learners' readiness to use computer technology for self-directed learning
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender
Motivation in Australian Aboriginal Populations
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study
It is risky business: Can social capital reduce risk-taking behaviours among disadvantaged youth
This study addresses the gap in the research for sound multidimensional assessment of social capital and its relationship with risk-taking behaviour among youths living in disadvantaged communities. Social capital and adolescent risk-taking outcomes were studied cross-sectionally in 1371 secondary students living in two disadvantaged communities within Australia. First, a multidimensional measure of social capital was developed and tested using c…
A place to learn: Cultivating engaging learning environments for young rural Aboriginal Australians
Rural Aboriginal Australians experience disadvantage across a number of significant social and economic outcomes, including educational engagement and achievement. Current debate postulates that educational environments and systems perpetuate this disadvantage. This qualitative study aimed to contribute to the debate by taking a broader ecological view to consider the aspects of the learning environment that may promote engagement with learning. …
Motivation Matters: Profiling Indigenous and Non-Indigenous Students' Motivational Goals
This research explored gender and cross-cultural similarities and differences in the motivational profiles of Indigenous Papua New Guinean (PNG) and Indigenous and non-Indigenous Australians. Secondary students (N = 1,792) completed self-report motivational measures. Invariance testing demonstrated that the Inventory of School Motivation (McInerney, Yeung, & McInerney, 2001) measure was invariant across both gender and Indigenous and non-Indigeno…
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming: Alternative Frames of Reference
The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the lower-ability stream had higher ESCs and MSCs. Consistent with the local-dominance effect, the effect o…
Chinese language reform in Singapore: Teacher perceptions of instructional approaches and curriculum implementation
In a multiracial and multilingual society where bilingualism is adopted as the cornerstone of education policy, mother tongue maintenance is a significant issue. An innovative initiative termed as modular curriculum was introduced in Singapore primary schools to cater to Chinese students, the major ethnic group, with varying Chinese language proficiencies. Surveys with teachers (N=107) found positive correlations of the modular curriculum, but ne…
Relating use of digital technology by pre-service teachers to confidence: A Singapore survey
Teachers today are expected to be able to apply a wide range of digital technologies in the classroom. Initial teacher education programs should prepare teachers to apply them with confidence. Pre-service teachers in Singapore responded to a survey on use of technologies in their personal lives and in their teaching, and how confident they were in using them. Among 17 applications, the most frequently used were those related to computer technolog…
Domain Specificity Between Peer Support and Self-Concept
Peer support interventions have mostly neglected the domain specificity of intervention effects. In two studies, the present investigation examined the domain specificity of peer support interventions targeting specific domains of self-concept. In Study 1, participants ( n = 50) who had received an academically oriented peer support intervention on verbal subject matter improved significantly in verbal self-concept—but not other areas of self-con…
Facilitating Conditions for School Motivation: Construct Validity and Applicability
Elementary students ( n = 277, in Grades 5-6) and high school students ( n = 615, in Grades 7-12) responded to 26 items of McInerney’s Facilitating Conditions Questionnaire (FCQ). Confirmatory factor analyses of the FCQ found seven distinct factors underlying these items. These were perceived value of schooling (Value), affect toward schooling (Affect), peer positive academic climate (Peer Positive), parent positive academic climate (Parent Posit…
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Top-down, bottom-up, and horizontal models: The direction of causality in multidimensional, hierarchical self-concept models
A new structural equation modeling approach to questions of the direction of causal flow between global and specific multidimensional measures of self-concept (SC) in two 2-wave, longitudinal studies demonstrated that (a) higher order factors were unable to explain relations among first-order factors at Time 1 (T1), at Time 2 (T2), or between T1 and T2; (b) T1 global SC had little effect on specific SC factors at T2 (a top-down model), but specif…
Longitudinal Structural Equation Models of Academic Self-Concept and Achievement: Gender Differences in the Development of Math and English Constructs
Longitudinal causal models of growth in math and English constructs (school grades, standardized tests, academic self-concept, affect and coursework selection) were based on three waves of data from the large (N = 24,599), nationally representative National Education Longitudinal Study of 1988. Math and English self-concepts had significant path coefficients leading to subsequent school grades, coursework selection, and standardized test scores. …
Coursework Selection: Relations to Academic Self-Concept and Achievement
Theoretical models posit that self-concept as well as prior accomplishments influence choice behavior. Structural equation models were used to examine the paths from school grades and self-concept to subsequent coursework selection (N = 246). Paths from self-concept to wanting to take a particular subject and, to a lesser extent, actually taking it were significant, but school grades did not contribute consistently beyond the effects of self-conc…
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming: Alternative Frames of Reference
The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the lower-ability stream had higher ESCs and MSCs. Consistent with the local-dominance effect, the effect o…
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender
Can Two Tongues Live in Harmony: Analysis of the National Education Longitudinal Study of 1988 (Nels88) Longitudinal Data on the Maintenance of Home Language
Using the nationally representative National Education Longitudinal Study of 1988 (NELS88) database, the relations of first language (L1, non-English) proficiency to subsequent use of that language (home language maintenance), English proficiency, and academic achievement were examined. Structural equation modeling (SEM) results showed that LI proficiency in tenth grade (T2) did not affect subsequent English test scores, school grades, or English…
The Distinctiveness of Affects in Specific School Subjects: An Application of Confirmatory Factor Analysis with the National Educational Longitudinal Study of 1988
Does academic affect generalize across different school subjects, or is it specific to particular subjects? Substantively, this study considers the distinctiveness of affects associated with different school subjects and critically evaluates this distinctiveness in relation to school grades and standardized test scores. Methodologically, the study describes problems related to combining responses to single-item self-rating scales, adapts confirma…
It is risky business: Can social capital reduce risk-taking behaviours among disadvantaged youth
This study addresses the gap in the research for sound multidimensional assessment of social capital and its relationship with risk-taking behaviour among youths living in disadvantaged communities. Social capital and adolescent risk-taking outcomes were studied cross-sectionally in 1371 secondary students living in two disadvantaged communities within Australia. First, a multidimensional measure of social capital was developed and tested using c…
A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference
Boarding schools: A longitudinal examination of Australian Indigenous and non‐Indigenous boarders’ and non‐boarders’ wellbeing
Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well‐intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non‐Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living…
University english language learners' readiness to use computer technology for self-directed learning
The associations between basic psychological need satisfaction at work and the wellbeing of Indigenous and non-Indigenous employees
We investigated how satisfaction of the basic psychological needs at work was associated with the psychological and physical wellbeing of Indigenous and non-Indigenous employees both within and outside of the workplace. Participants included 1,146 Indigenous ( n = 559) and non-Indigenous Australians (60.9% female), aged 18 to 81 years ( Mage = 43.54) who were recruited through their employer or online advertisements. Structural equation modelling…
A place to learn: Cultivating engaging learning environments for young rural Aboriginal Australians
Rural Aboriginal Australians experience disadvantage across a number of significant social and economic outcomes, including educational engagement and achievement. Current debate postulates that educational environments and systems perpetuate this disadvantage. This qualitative study aimed to contribute to the debate by taking a broader ecological view to consider the aspects of the learning environment that may promote engagement with learning. …
Motivation Matters: Profiling Indigenous and Non-Indigenous Students' Motivational Goals
This research explored gender and cross-cultural similarities and differences in the motivational profiles of Indigenous Papua New Guinean (PNG) and Indigenous and non-Indigenous Australians. Secondary students (N = 1,792) completed self-report motivational measures. Invariance testing demonstrated that the Inventory of School Motivation (McInerney, Yeung, & McInerney, 2001) measure was invariant across both gender and Indigenous and non-Indigeno…
Domain Specificity Between Peer Support and Self-Concept
Peer support interventions have mostly neglected the domain specificity of intervention effects. In two studies, the present investigation examined the domain specificity of peer support interventions targeting specific domains of self-concept. In Study 1, participants ( n = 50) who had received an academically oriented peer support intervention on verbal subject matter improved significantly in verbal self-concept—but not other areas of self-con…
What do parents want from day care services? Perspectives from Australia
The Distinctiveness of Affects in Specific School Subjects: An Application of Confirmatory Factor Analysis with the National Educational Longitudinal Study of 1988
Does academic affect generalize across different school subjects, or is it specific to particular subjects? Substantively, this study considers the distinctiveness of affects associated with different school subjects and critically evaluates this distinctiveness in relation to school grades and standardized test scores. Methodologically, the study describes problems related to combining responses to single-item self-rating scales, adapts confirma…
Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data.
Academic self-concept, school marks, and teacher ratings of achievement were collected in 3 high-school subjects in each of 3 years (N = 603). In the structural equation models (SEMs) considered, both school-based performance and academic self-concept were measured with multiple indicators for each school subject. SEMs were used to evaluate the effects of prior academic self-concept on subsequent achievement after controlling for the effects of p…
Coursework Selection: Relations to Academic Self-Concept and Achievement
Theoretical models posit that self-concept as well as prior accomplishments influence choice behavior. Structural equation models were used to examine the paths from school grades and self-concept to subsequent coursework selection (N = 246). Paths from self-concept to wanting to take a particular subject and, to a lesser extent, actually taking it were significant, but school grades did not contribute consistently beyond the effects of self-conc…
Longitudinal Structural Equation Models of Academic Self-Concept and Achievement: Gender Differences in the Development of Math and English Constructs
Longitudinal causal models of growth in math and English constructs (school grades, standardized tests, academic self-concept, affect and coursework selection) were based on three waves of data from the large (N = 24,599), nationally representative National Education Longitudinal Study of 1988. Math and English self-concepts had significant path coefficients leading to subsequent school grades, coursework selection, and standardized test scores. …
Top-down, bottom-up, and horizontal models: The direction of causality in multidimensional, hierarchical self-concept models
A new structural equation modeling approach to questions of the direction of causal flow between global and specific multidimensional measures of self-concept (SC) in two 2-wave, longitudinal studies demonstrated that (a) higher order factors were unable to explain relations among first-order factors at Time 1 (T1), at Time 2 (T2), or between T1 and T2; (b) T1 global SC had little effect on specific SC factors at T2 (a top-down model), but specif…
Self-Concept of High School Students in China: Confirmatory Factor Analysis of Longitudinal Data
This study examined the factor structure of high school students’responses to the Verbal, Math, Academic, and General self-concept scales of the Self-Description Questionnaire-II (SDQ-II) administered in China at two time points. Confirmatory factor analysis (CFA) showed that these students clearly distinguished the four scales. Math and Chinese self-concepts were positively correlated with Academic self-concept and with General self-concept. How…
Can Two Tongues Live in Harmony: Analysis of the National Education Longitudinal Study of 1988 (Nels88) Longitudinal Data on the Maintenance of Home Language
Using the nationally representative National Education Longitudinal Study of 1988 (NELS88) database, the relations of first language (L1, non-English) proficiency to subsequent use of that language (home language maintenance), English proficiency, and academic achievement were examined. Structural equation modeling (SEM) results showed that LI proficiency in tenth grade (T2) did not affect subsequent English test scores, school grades, or English…
An Extension of the Internal/External Frame of Reference Model: A Response to Bong (1998)
Bong (1998) extended the internal/external frame of reference (I/E) model by attempting to operationalize the internal and external comparison processes that are central to the model and expanding the range of academic self-concept domains. Bong concluded that the "I/E model failed to receive clear support" (p. 102) in relation to predictions that she derived from her extension of the original model. Our critical evaluation and reanalysis, howeve…
What do parents want from day care services? Perspectives from Australia
Evaluation of teacher development programs: Participant satisfaction and recommendation
Project Yi Jin: An alternative route to lifelong education in Hong Kong
An innovative scheme known as Project Yi Jin that provided an alternative route for students who failed in the Hong Kong Certificate of Education Examination (HKCEE) to gain an academic status for, and access to, higher education was evaluated after one year's implementation. A survey of 2416 students via telephone found that students who successfully completed the project had better opportunities for further study and tended to do so at higher a…
Facilitating Conditions for School Motivation: Construct Validity and Applicability
Elementary students ( n = 277, in Grades 5-6) and high school students ( n = 615, in Grades 7-12) responded to 26 items of McInerney’s Facilitating Conditions Questionnaire (FCQ). Confirmatory factor analyses of the FCQ found seven distinct factors underlying these items. These were perceived value of schooling (Value), affect toward schooling (Affect), peer positive academic climate (Peer Positive), parent positive academic climate (Parent Posit…
Chinese language reform in Singapore: Teacher perceptions of instructional approaches and curriculum implementation
In a multiracial and multilingual society where bilingualism is adopted as the cornerstone of education policy, mother tongue maintenance is a significant issue. An innovative initiative termed as modular curriculum was introduced in Singapore primary schools to cater to Chinese students, the major ethnic group, with varying Chinese language proficiencies. Surveys with teachers (N=107) found positive correlations of the modular curriculum, but ne…
Relating use of digital technology by pre-service teachers to confidence: A Singapore survey
Teachers today are expected to be able to apply a wide range of digital technologies in the classroom. Initial teacher education programs should prepare teachers to apply them with confidence. Pre-service teachers in Singapore responded to a survey on use of technologies in their personal lives and in their teaching, and how confident they were in using them. Among 17 applications, the most frequently used were those related to computer technolog…
Domain Specificity Between Peer Support and Self-Concept
Peer support interventions have mostly neglected the domain specificity of intervention effects. In two studies, the present investigation examined the domain specificity of peer support interventions targeting specific domains of self-concept. In Study 1, participants ( n = 50) who had received an academically oriented peer support intervention on verbal subject matter improved significantly in verbal self-concept—but not other areas of self-con…
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming: Alternative Frames of Reference
The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the lower-ability stream had higher ESCs and MSCs. Consistent with the local-dominance effect, the effect o…
Motivation Matters: Profiling Indigenous and Non-Indigenous Students' Motivational Goals
This research explored gender and cross-cultural similarities and differences in the motivational profiles of Indigenous Papua New Guinean (PNG) and Indigenous and non-Indigenous Australians. Secondary students (N = 1,792) completed self-report motivational measures. Invariance testing demonstrated that the Inventory of School Motivation (McInerney, Yeung, & McInerney, 2001) measure was invariant across both gender and Indigenous and non-Indigeno…
Motivation in Australian Aboriginal Populations
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study
It is risky business: Can social capital reduce risk-taking behaviours among disadvantaged youth
This study addresses the gap in the research for sound multidimensional assessment of social capital and its relationship with risk-taking behaviour among youths living in disadvantaged communities. Social capital and adolescent risk-taking outcomes were studied cross-sectionally in 1371 secondary students living in two disadvantaged communities within Australia. First, a multidimensional measure of social capital was developed and tested using c…
A place to learn: Cultivating engaging learning environments for young rural Aboriginal Australians
Rural Aboriginal Australians experience disadvantage across a number of significant social and economic outcomes, including educational engagement and achievement. Current debate postulates that educational environments and systems perpetuate this disadvantage. This qualitative study aimed to contribute to the debate by taking a broader ecological view to consider the aspects of the learning environment that may promote engagement with learning. …
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender
University english language learners' readiness to use computer technology for self-directed learning
A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference
Support for Aboriginal and non-Aboriginal Australian students’ wellbeing at school
Psychology (32 works) · Social Psychology (15 works) · Education, Achievement, and Giftedness (14 works) · Mathematics education (14 works) · Mathematics (13 works) · Sociology (12 works) · Structural equation modeling (12 works) · Statistics (11 works) · Developmental psychology (10 works) · Indigenous (10 works)