Kuen Fung Sin
Dados Biográficos
| ID | 790227 |
|---|---|
| NOME | Kuen Fung Sin |
| PRENOMES | Kuen Fung |
| SOBRENOME | Sin |
| ASSINATURA | SIN K F |
| AFILIAÇÕES | Education University of Hong Kong |
| ORCID | 0000-0001-8923-1443 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 35 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Depression in High-Ability vs. Typically Developing Adolescents
High-ability adolescents are recognized to show high intellectual cognition and creativity. Yet they are not immune to mental health issues. It is believed that these adolescents may also experience a range of mental health problems, including depression. However, depression among high-ability adolescents has received inconsistent research attention. This study addresses a critical gap in understanding depression among high ability and typically …
Cognitive style and Students’ academic achievement
This study investigates the relationship between field independence and dependence on cognitive style and student academic achievement. A meta-analysis was conducted on 42 studies related to this topic. The findings reveal a significant positive correlation between field independence and dependence on cognitive style and academic achievement among primary and middle school students ( r = 0.308, p 0.01) and educational stage ( Q B = 5.952, p > 0.0…
Underachievement Risks and Profiles of Psychological Variables Among High-Ability Adolescents from Hong Kong, The Netherlands, Taiwan, and The United Kingdom
Background: High-ability students, despite their potential, may underachieve academically. The existing literature suggests the presence of subtypes, such as perfectionistic or creative high-ability students, who underachieve for different reasons. However, empirical work identifying these profiles and linking them to underachievement remains limited. Methods: We analyzed self-reported data by 930 high-ability adolescents across Hong Kong, the Ne…
Metacognitive Strategies and Willingness to Communicate in L2 Learning
In the sphere of second or foreign language (L2) pedagogy, empirical evidence has increasingly spotlighted the role of learners’ metacognitive strategies as formidable predictors of their willingness to engage in L2 communication (WTC). Nonetheless, the interrelationship among learners’ metacognitive strategies, self-efficacy, and intrinsic motivation—as a collective force influencing WTC—has not been adequately probed. Addressing this gap, the p…
Teacher professional development of digital pedagogy for inclusive education in post-pandemic era
Despite the critical role of digital pedagogy in inclusive education after the pandemic, limited research examines how teachers' digital pedagogy competence affects their well-being and how professional development can support both. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and self-efficacy theory, this mixed-method study investigated the mechanisms linking digital pedagogy to teacher well-being and tested an i…
The moderating effect of physical exercises on job stress, emotional intelligence, and teaching satisfaction among Chinese University teachers
This study presents a conceptual model that investigates teaching satisfaction as an outcome variable in mainland China. The model incorporates the mediating mechanism of emotional intelligence and the moderating role of physical activity. The results of a survey of 2500 university teachers from 25 public institutions, which tested teaching satisfaction, demonstrate that job stress is negatively related to teaching satisfaction and indirectly rel…
Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education
Based on the Theory of Planned Behavior, we explored the impact of 498 primary school teachers in Hong Kong on the competences of students with special educational needs (SEN). We found that their attitudes, control beliefs, and subjective norms about inclusive education (IE) significantly influenced their IE intentions, and subsequently their behaviors. Intentions and behaviors mediated the effect on the social and academic competencies of SEN s…
Humanoid robot-empowered language learning based on self-determination theory
With the ability to provide feedback and assistance, humanoid educational robots have been proven effective in assisting students to overcome learning challenges and enhancing individual learning outcomes. However, the strength of humanoid robots in promoting social and emotional skills has not been well investigated. Socially supportive behaviour can contribute more to students’ learning engagement than knowledge transfer. This study focuses on …
Self-dehumanization and other-dehumanization toward students with special educational needs
The study fills a research gap by examining dehumanization in SEN students, applying dyadic modeling, and identifying potential solutions to ameliorate dehumanization and its negative consequences. The findings will contribute to the advancement of the dual model of dehumanization, increase public awareness and support for SEN students in inclusive education, and promote changes in school practice and family support. The 24-month study in Hong Ko…
Remote learning and mental health during the societal lockdown
These findings highlighted the associations between socioemotional factors and mental health among young primary schoolers during the societal lockdown. We thus call for more attention to the societal lockdown and remote learning context, especially since the social distancing practice could be "the new normal" for our society to handle the future pandemic crisis
Formative Assessment Practices in Special School Classrooms With the Support of E-Books
While formative assessment is recognised as a powerful strategy to improve student learning in mainstream education, less is known about its use in special schools. This study investigates how teachers’ Personal Practice Assessment Theories (PPATs) affect their formative assessment practices in the special school context with the support of e-books. A case study was conducted with three Chinese teachers working with lower primary students who exh…
Subjective Well-Being among Parents of Children with Special Educational Needs in Hong Kong
The COVID-19 pandemic and social unrest have posed a unique set of challenges to Hong Kong. During these two social events, parents of children with special educational needs (SEN) who were already experiencing caregiving pressure, likely coped with additional stressors; they were at a higher risk of mental health problems. A pre-registered, cross-sectional survey study was carried out among 234 Hong Kong parents of children with SEN, investigati…
Conceptions of learning and quality of university life among deaf, hard of hearing, and hearing university students
This study explores how conceptions of learning relate to quality of university life among deaf or hard-of-hearing (DHH) and hearing university students in mainland China. The Conceptions of Learning Inventory III and the Quality of University Life Measure were administered to 200 DHH and 240 hearing students. Results showed that deep-level conceptions of learning (learning as duty) significantly and positively predicted quality of university lif…
Still not inclusive? A critical analysis of changing the Senco policy in a Chinese school community
Little research has been conducted to gain deeper understandings of policy change of piloting special educational need coordinators (SENCO) in a Chinese education community. In response to the change in policy towards regularisation of the SENCO, we examined a trajectory of policymaking for SEN support in Hong Kong’s integrated education. Critical discourse analysis as a discursive method of analysing the local SEN practices in relation to the in…
Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools
The ‘Learning in Regular Classrooms’ initiative for inclusive education in China
The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social–political context of the LRC, and compares the Chinese LRC with the Western approaches to inclusion and integration. The authors then discuss the challenges posed by the attempt to furt…
Knowledge and perceived social norm predict parents’ attitudes towards inclusive education
Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents' attitudes towards inclusion and t…
Inclusive education
The theory of planned behaviour (TPB) claims that behaviour can be predicted by behavioural intention and perceived behavioural control, while behavioural intention is a function of attitude towards the behaviour, subjective norm, and perceived behavioural control. This study aims at providing explanation and prediction of teachers' inclusive education intentions and behaviour under TPB. The main components of TPB were implemented in a survey of …
Inclusive education
The theory of planned behaviour (TPB) claims that behaviour can be predicted by behavioural intention and perceived behavioural control, while behavioural intention is a function of attitude towards the behaviour, subjective norm, and perceived behavioural control. This study aims at providing explanation and prediction of teachers' inclusive education intentions and behaviour under TPB. The main components of TPB were implemented in a survey of …
The ‘Learning in Regular Classrooms’ initiative for inclusive education in China
The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social–political context of the LRC, and compares the Chinese LRC with the Western approaches to inclusion and integration. The authors then discuss the challenges posed by the attempt to furt…
Knowledge and perceived social norm predict parents’ attitudes towards inclusive education
Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents' attitudes towards inclusion and t…
Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education
Based on the Theory of Planned Behavior, we explored the impact of 498 primary school teachers in Hong Kong on the competences of students with special educational needs (SEN). We found that their attitudes, control beliefs, and subjective norms about inclusive education (IE) significantly influenced their IE intentions, and subsequently their behaviors. Intentions and behaviors mediated the effect on the social and academic competencies of SEN s…
Humanoid robot-empowered language learning based on self-determination theory
With the ability to provide feedback and assistance, humanoid educational robots have been proven effective in assisting students to overcome learning challenges and enhancing individual learning outcomes. However, the strength of humanoid robots in promoting social and emotional skills has not been well investigated. Socially supportive behaviour can contribute more to students’ learning engagement than knowledge transfer. This study focuses on …
Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools
Inclusive education
The theory of planned behaviour (TPB) claims that behaviour can be predicted by behavioural intention and perceived behavioural control, while behavioural intention is a function of attitude towards the behaviour, subjective norm, and perceived behavioural control. This study aims at providing explanation and prediction of teachers' inclusive education intentions and behaviour under TPB. The main components of TPB were implemented in a survey of …
Knowledge and perceived social norm predict parents’ attitudes towards inclusive education
Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents' attitudes towards inclusion and t…
The ‘Learning in Regular Classrooms’ initiative for inclusive education in China
The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social–political context of the LRC, and compares the Chinese LRC with the Western approaches to inclusion and integration. The authors then discuss the challenges posed by the attempt to furt…
Conceptions of learning and quality of university life among deaf, hard of hearing, and hearing university students
This study explores how conceptions of learning relate to quality of university life among deaf or hard-of-hearing (DHH) and hearing university students in mainland China. The Conceptions of Learning Inventory III and the Quality of University Life Measure were administered to 200 DHH and 240 hearing students. Results showed that deep-level conceptions of learning (learning as duty) significantly and positively predicted quality of university lif…
Still not inclusive? A critical analysis of changing the Senco policy in a Chinese school community
Little research has been conducted to gain deeper understandings of policy change of piloting special educational need coordinators (SENCO) in a Chinese education community. In response to the change in policy towards regularisation of the SENCO, we examined a trajectory of policymaking for SEN support in Hong Kong’s integrated education. Critical discourse analysis as a discursive method of analysing the local SEN practices in relation to the in…
Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools
Formative Assessment Practices in Special School Classrooms With the Support of E-Books
While formative assessment is recognised as a powerful strategy to improve student learning in mainstream education, less is known about its use in special schools. This study investigates how teachers’ Personal Practice Assessment Theories (PPATs) affect their formative assessment practices in the special school context with the support of e-books. A case study was conducted with three Chinese teachers working with lower primary students who exh…
Subjective Well-Being among Parents of Children with Special Educational Needs in Hong Kong
The COVID-19 pandemic and social unrest have posed a unique set of challenges to Hong Kong. During these two social events, parents of children with special educational needs (SEN) who were already experiencing caregiving pressure, likely coped with additional stressors; they were at a higher risk of mental health problems. A pre-registered, cross-sectional survey study was carried out among 234 Hong Kong parents of children with SEN, investigati…
Self-dehumanization and other-dehumanization toward students with special educational needs
The study fills a research gap by examining dehumanization in SEN students, applying dyadic modeling, and identifying potential solutions to ameliorate dehumanization and its negative consequences. The findings will contribute to the advancement of the dual model of dehumanization, increase public awareness and support for SEN students in inclusive education, and promote changes in school practice and family support. The 24-month study in Hong Ko…
Remote learning and mental health during the societal lockdown
These findings highlighted the associations between socioemotional factors and mental health among young primary schoolers during the societal lockdown. We thus call for more attention to the societal lockdown and remote learning context, especially since the social distancing practice could be "the new normal" for our society to handle the future pandemic crisis
The moderating effect of physical exercises on job stress, emotional intelligence, and teaching satisfaction among Chinese University teachers
This study presents a conceptual model that investigates teaching satisfaction as an outcome variable in mainland China. The model incorporates the mediating mechanism of emotional intelligence and the moderating role of physical activity. The results of a survey of 2500 university teachers from 25 public institutions, which tested teaching satisfaction, demonstrate that job stress is negatively related to teaching satisfaction and indirectly rel…
Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education
Based on the Theory of Planned Behavior, we explored the impact of 498 primary school teachers in Hong Kong on the competences of students with special educational needs (SEN). We found that their attitudes, control beliefs, and subjective norms about inclusive education (IE) significantly influenced their IE intentions, and subsequently their behaviors. Intentions and behaviors mediated the effect on the social and academic competencies of SEN s…
Humanoid robot-empowered language learning based on self-determination theory
With the ability to provide feedback and assistance, humanoid educational robots have been proven effective in assisting students to overcome learning challenges and enhancing individual learning outcomes. However, the strength of humanoid robots in promoting social and emotional skills has not been well investigated. Socially supportive behaviour can contribute more to students’ learning engagement than knowledge transfer. This study focuses on …
Cognitive style and Students’ academic achievement
This study investigates the relationship between field independence and dependence on cognitive style and student academic achievement. A meta-analysis was conducted on 42 studies related to this topic. The findings reveal a significant positive correlation between field independence and dependence on cognitive style and academic achievement among primary and middle school students ( r = 0.308, p 0.01) and educational stage ( Q B = 5.952, p > 0.0…
Underachievement Risks and Profiles of Psychological Variables Among High-Ability Adolescents from Hong Kong, The Netherlands, Taiwan, and The United Kingdom
Background: High-ability students, despite their potential, may underachieve academically. The existing literature suggests the presence of subtypes, such as perfectionistic or creative high-ability students, who underachieve for different reasons. However, empirical work identifying these profiles and linking them to underachievement remains limited. Methods: We analyzed self-reported data by 930 high-ability adolescents across Hong Kong, the Ne…
Metacognitive Strategies and Willingness to Communicate in L2 Learning
In the sphere of second or foreign language (L2) pedagogy, empirical evidence has increasingly spotlighted the role of learners’ metacognitive strategies as formidable predictors of their willingness to engage in L2 communication (WTC). Nonetheless, the interrelationship among learners’ metacognitive strategies, self-efficacy, and intrinsic motivation—as a collective force influencing WTC—has not been adequately probed. Addressing this gap, the p…
Teacher professional development of digital pedagogy for inclusive education in post-pandemic era
Despite the critical role of digital pedagogy in inclusive education after the pandemic, limited research examines how teachers' digital pedagogy competence affects their well-being and how professional development can support both. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and self-efficacy theory, this mixed-method study investigated the mechanisms linking digital pedagogy to teacher well-being and tested an i…
Depression in High-Ability vs. Typically Developing Adolescents
High-ability adolescents are recognized to show high intellectual cognition and creativity. Yet they are not immune to mental health issues. It is believed that these adolescents may also experience a range of mental health problems, including depression. However, depression among high-ability adolescents has received inconsistent research attention. This study addresses a critical gap in understanding depression among high ability and typically …
Psychology (12 obras) · Social Psychology (8 obras) · Pedagogy (7 obras) · Political science (6 obras) · Social Psychology (6 obras) · Sociology (6 obras) · Collaborative Teaching and Inclusion (5 obras) · Inclusion (mineral (5 obras) · Mathematics education (5 obras) · Developmental psychology (4 obras)