1. CUHK»
  2. Positive Psychology and Education Lab»
  3. Publications»

  1. King, R. B., Zhang, R., Wen, J., Xie, F., & Cai, Y. (2023). Gratitude is its own reward: how grateful students have better motivation and engagement. Educational Psychology, 1-20. https://doi.org/10.1080/01443410.2023.2205069
  2. King, R. B., ^Li, J., & Leung, S. O. (2023). The cultural correlates of learning poverty: The roles of power distance and long-term orientation. International Journal of Intercultural Relations.
  3. King, R. B., Yin, H., & Allen, K. A. (2023). Re-imagining teaching, learning, and well-being amidst the COVID-pandemic: Challenges, opportunities, and recommendations. Educational and Developmental Psychologist, 40, 1-4. https://doi.org/10.1080/20590776.2023.2148827
  4. ^Haw, J. Y., & *King, R. B. (2023). Understanding Filipino students’ achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09773-3
  5. ^Haw, J. Y., & King, R. B. (2023). Perceived need-supportive leadership, need-supportive teaching, and student engagement: A self-determination perspective. Social Psychology of Education. 
  6. Yan, Z., & King, R. B. (2023). Assessment is contagious: The social contagion of formative assessment practices and self-efficacy among teachers. Assessment in Education: Principles, Policy, and Practice, 1-21. https://doi.org/10.1080/0969594X.2023.2198676
  7. ^Wang, F., King, R. B., & Leung, S. O. (2023). Why do East Asian students do so well in mathematics? A machine learning study. International Journal of Science and Mathematics Education, 21(3), 691-711. https://doi.org/10.1007/s10763-022-10262-w
  8. ^Wang, Y., King, R., Haw, J., & Leung, S. O. (2023). What explains Macau students’ achievement? An integrative perspective using a machine learning approach. Journal for the Study of Education and Development, 46(1), 71-108. https://doi.org/10.1080/02103702.2022.2149120
  9. ^ Wang, F., King, R. B., Leung, S. O., & Jiang, C. (2023). Expectancy-value beliefs optimize mathematics achievement and learning strategy use: a bifactor approach. Journal for the Study of Education and Development, 46(1), 154-189. https://doi.org/10.1080/02103702.2022.2149116
  10. ^Mendoza, N. B., Yan, Z., King, R. B. (2023). Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance. Computers and Education, 193, 104663. https://doi.org/10.1016/j.compedu.2022.104663
  11. Haw, J. Y., & King, R. B. (2023). Understanding Filipino students’ achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts. Social Psychology of Education, 1-38. https://doi.org/10.1007/s11218-023-09773-3
  12. Feng. E., Wang. Y., & King, R. B. (2023). Achievement goals, emotions, and willingness to communicate in EFL learning: Combining variable- and person-centered approaches. Language Teaching Research, 1-23. https://doi.org/10.1177/13621688221146887
  13. ^Wang, F., Jiang, C., *King, R. B., & Leung, S. O. (2022). Motivated Strategies for Learning Questionnaire (MSLQ): Adaptation, validation, and development of a short form in the Chinese context for mathematics. Psychology in the Schools. https://doi.org/10.1002/pits.22845
  14. King, R. B., Chai, C. S., & Korpershoek, H. (2022). Learning and teaching during Covid-19 and beyond: Educational psychology perspectives. Educational Psychology, 42,1199-1203. https://doi.org/10.1080/01443410.2022.2159684
  15. ^Nalipay, M. J. N., King, R. B., Yeung, S. S. S., Chai, C. S., & Jong, M. S. Y. (2022). Why do I teach? Teachers’ instrumental and prosocial motivation predict teaching quality across East and West. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12568
  16. King, R. B., Wang, H., & McInerney, D. M. (2022). Students who want to contribute to society have optimal learning-related outcomes. The Journal of Experimental Education, 1-19. https://doi.org/10.1080/00220973.2022.2146039
  17. Lee, D. H. L., King, R. B. (2022). Childhood home language effects on teacher risk-taking and student-centered professional practice in a bilingual Chinese context. The Asia-Pacific Education Researcher, 31, 623-633. https://doi.org/10.1007/s40299-021-00613-6
  18. King, R.B. (2022). Sociocultural and ecological perspectives on achievement motivation. Asian Journal of Social Psychology, 25, 433-448. https://doi.org/10.3389/fpsyg.2022.903252
  19. Oakley, G., Scarparolo, G., & King, R. B. (2022). Digital courseware meets professional learning community: Blended learning to improve the teaching of early literacy in a developing country. Teacher Development , 1-22.https://doi.org/10.1080/13664530.2023.2175718
  20. ^Wang, F., King, R. B.*, & Leung, S. O. (2022). Why do East Asian students do so well in mathematics? A machine learning study. International Journal of Science and Mathematics Education, 21(3), 691-711. https://doi.org/10.1007/s10763-022-10262-w
  21. ^Wang, F., King, R. B.*, & Leung, S. O. (2022). Beating the odds: Identifying the top predictors of resilience among Hong Kong students. Child Indicators Research,15(5), 1921-1944. https://doi.org/10.1007/s12187-022-09939-z
  22. Haw, J., & King, R. B (2022).  Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures. Learning and Individual Differences, 97, 102161. https://doi.org/10.1016/j.lindif.2022.102161
  23. Li, J., King, R. B., & Wang, C. (2022). Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features. System, 108, 102820. https://doi.org/10.1016/j.system.2022.102820
  24. Huang, B., Jong, M. S. Y., King, R. B., Chai, C. S., & Jiang, M. Y. C. (2022). Promoting secondary Students’ twenty-first century skills and STEM career interests through a crossover program of STEM and community service education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.903252
  25. Li, J., King, R. B., & Wang, C. (2022). Adaptation and validation of the vocabulary learning motivation questionnaire for Chinese learners: A construct validation approach. System, 108, 102853. https://doi.org/10.1016/j.system.2022.102853
  26. Ganotice Jr, F. A., Chan, S. S. C., Chow, A. Y. M., Fan, K. K. H., Khoo, U. S., King, R. B., … & Tipoe, G. L. (2022). What factors facilitate interprofessional collaboration outcomes in interprofessional education? A multi-level perspective. Nurse education today, 114, 105393. https://doi.org/10.1016/j.nedt.2022.105393
  27. Guo, J., King, R. B., Ding, Q., & Fan, M. (2022). Measuring and promoting self-regulation for equity and quality of online learning: New evidence from a multi-institutional survey during Covid-19. Education Sciences, 12, 465.
  28. Cai, Y., *King, R. B., & McInerney, D. M. (2022). The concurrent trajectories of utility value, metacognitive strategy use, and achievement. The Journal of Experimental Education, 1-22. https://doi.org/10.1080/00220973.2022.2053496
  29. Mendoza, N. B., Yan, Z., & King, R. B. (2022). Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement. European Journal of Psychology of Education, 1-24. https://doi.org/10.1007/s10212-022-00620-1
  30. King, R. B., & ^Frondozo, C. E. (2022). Variety is the spice of life: How emotional diversity is associated with better student engagement and achievement. British Journal of Educational Psychology, 92, 19-36. Published Online First 7 July 2021.https://doi.org/10.1111/bjep.12436
  31. Yeung, S. S., King, R. B., Nalipay, J. M. N., & Cai, Y. (2022). Exploring the interplay between socioeconomic status and reading achievement: An expectancy-value perspective. British Journal of Educational Psychology, 92(3), 1196-1214. https://doi.org/10.1111/bjep.12495
  32. Chen, L., Li, T., King, R. B., Du, H., Wu, K., & Chi, P. (2022). Gender Inequality lowers educational aspiration for adolescent boys and girls: a multi-level and longitudinal study in China. Sex Roles, 86(5-6), 320-333. https://doi.org/10.1007/s11199-021-01272-z
  33. Du, H., & King, R. B. (2022). The psychology of economic inequality and social class. Asian Journal of Social Psychology, 25(1), 3-6. https://doi.org/10.1111/ajsp.12519
  34. Du, H., Götz, F. M., King, R. B., & Rentfrow, P. J. (2022). The psychological imprint of inequality: Economic inequality shapes achievement and power values in human life. Journal of Personality. https://doi.org/10.1111/jopy.12758
  35. King, R. B., Wang, H., & McInerney, D. M. (2021). Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals. Current Psychology. Accepted Online First 21 Sept 21 2021. https://doi.org/10.1007/s12144-021-02331-0
  36. Wang, H., King, R. B., & McInerney, D. M. (2021). Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education, 1-22. https://doi.org/10.1080/02671522.2021.1961293
  37. King, R. B., ^Cai, Y., & Du, H. (2021). Societal-level utility value strengthens the relationship between student-level utility value and achievement: A person-culture fit perspective. British Journal of Educational Psychology, 91, 328-346. https://doi.org/10.1111/bjep.12354
  38. King, R. B., & Trinidad, J. E. (2021). Growth mindset predicts achievement only among rich students: Examining the interplay between mindset and socioeconomic status. Social Psychology of Education, 24, 635-652. https://doi.org/10.1007/s11218-021-09616-z
  39. King, R. B., & Trinidad, J. E. (2021). Growth mindset predicts achievement only among rich students: Examining the interplay between mindset and socioeconomic status. Social Psychology of Education, 24, 635-652. https://doi.org/10.1007/s11218-021-09616-z
  40. King, R. B. (2021). Socio-cultural and ecological perspectives on achievement motivation. Asian Journal of Social Psychology. Published Online First 21 Oct 2021.  https://doi.org/10.1111/ajsp.12507 [Article for was part of the Michael Bond Award for Early Career Contributions to Social Psychology conferred by the Asian Association for Social Psychology.]
  41. King, R. B., Wang, H., & Mcinerney, D. M. (2021). Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals. Current Psychology, 1-14. https://doi.org/10.1007/s12144-021-02331-0
  42. Trinidad, J. E., & King, R. B. (2021). Ability grouping predicts inequality, not achievement gains in Philippine schools: findings from PISA 2018. Educational Research for Policy and Practice, 1-18. https://doi.org/10.1007/s10671-021-09307-8
  43. Yan, Z., King, R. B., & Haw, J. Y. (2021). Formative assessment, growth mindset, and achievement: examining their relations in the East and the West. Assessment in Education: Principles, Policy & Practice, 28(5-6), 676-702. https://doi.org/10.1080/0969594X.2021.1988510
  44. Zhao, S., Chen, L., King, R. B., Nie, Y., Du, H., & Chi, P. (2021). When adolescents believe that SES can be changed, they achieve more: The role of growth mindset of SES. Personality and Individual Differences, 183, 111104. https://doi.org/10.1016/j.paid.2021.111104
  45. ^ Nalipay, M. J. N., King, R. B., Mordeno, I. G., Chai, C. S., & Jong, M. S. Y. (2021). Teachers with a growth mindset are motivated and engaged: the relationships among mindsets, motivation, and engagement in teaching. Social Psychology of Education, 24, 1663-1684. https://doi.org/10.1007/s11218-021-09661-8
  46. Xu, K. M., Cunha-Harvey, A. R., King, R. B., de Koning, B. B., Paas, F., Baars, M., … & de Groot, R. (2023). A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement. Compare: A Journal of Comparative and International Education, 53(3), 361-379. https://doi.org/10.1080/03057925.2021.1922270
  47. King, R. B. (2021). Society-level social axiom moderates the association between growth mindset and achievement across cultures. British Journal of Educational Psychology. 91(4), 1166-1184. https://doi.org/10.1111/bjep.12411
  48. Chai, C. S., Lin, P. Y., King, R. B., & Jong, M. (2021). Intrinsic motivation and sophisticated epistemic beliefs are promising pathways to science achievement: Evidence from selected high-achieving regions in the East and the West. Frontiers in Psychology. 448. https://doi.org/10.3389/fpsyg.2021.581193
  49. & King, R. B. (2021). The social contagion of utility value: How parents’ beliefs about the usefulness of science predict their children’s motivation and achievement.School Psychology International, 42, 221-237. http://dx.doi.org/10.1177/0143034320985200/
  50. Korpeshoek, H., King, R. B., D. M. McInerney, Nasser, R., Ganotice, F. A., & Watkins, D. A. (2021). Gender and cultural differences in school motivation. Research Papers in Education, 36, 27-51. https://doi.org/10.1080/02671522.2019.1633557
  51. ^Mendoza, N., & King, R. B.* (2021). The social contagion of work avoidance goals in school and its influence on student (dis)engagement. European Journal of Psychology of Education, 32, 385-405. https://doi.org/10.1007/s10212-020-00521-1
  52. ^Nalipay, J., King, R. B., & Cai, Y. (2020). Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence, 78, 67-72. https://doi.org/10.1016/j.adolescence.2019.12.009
  53. ^Mendoza, N., & King, R. B. (2020). The social contagion of student engagement in school. School Psychology International, 41, 454-474. http://dx.doi.org/10.1177/0143034320946803
  54. Dong, A., Jong, M., & King, R. B. (2020). How does prior knowledge influence learning engagement? The mediating roles of cognitive load and help-seeking. Frontiers in Psychology, 11, 591203. https://doi.org/10.3389/fpsyg.2020.591203
  55. King, R. B., & ^Mendoza, N. (2020). Achievement goal contagion: Mastery and performance goals spread among classmates. Social Psychology of Education, 23, 795-814. https://doi.org/10.1007/s11218-020-09559-x
  56. ., ^Pitliya, J., & Datu, J.A.D. (2020) Psychological capital drives engagement via positive emotions in both work and school contexts. Asian Journal of Social Psychology, 23, 457-468. https://doi.org/10.1111/ajsp.12421
  57. King, R. B., & McInerney, D. M. (2019). Family-support goals drive engagement and achievement in a collectivist context: Integrating etic and emic approaches in goal research. Contemporary Educational Psychology, 58, 338-353. https://doi.org/10.1016/j.cedpsych.2019.04.003
  58. King, R. B., Yeung, S. S. S., & Cai, Y. (2019). Personal investment theory: A multi-faceted framework to understand second and foreign language motivation. System, 86, 102123. https://doi.org/10.1016/j.system.2019.102123
  59. ^Cai, Y., King, R.B., Law, W., & McInerney, D. M. (2019). Which comes first? Modeling the relationships among future goals, metacognitive strategies and achievement using multi-level cross-lagged SEM. Learning and Individual Differences, 74, 101750. https://doi.org/10.1016/j.lindif.2019.06.004
  60. ^Zhoc, K., King, R. B., Law, W., & McInerney, D. M. (2019). Intrinsic and extrinsic future goals: Their differential effects on students’ self-control and distal learning outcomes. School Psychology International, 56, 1596-1613. https://doi.org/10.1002/pits.22287
  61. King, R.B., & Datu, J. A. D. (2018). Grateful students are motivated, engaged, and successful: Cross-sectional, longitudinal, and experimental evidence. Journal of School Psychology, 70, 105-122. https://doi.org/10.1016/j.jsp.2018.08.001
  62. King, R. B., McInerney, D. M., & ^Jain, R. (2018). Envisioning a culturally imaginative educational psychology. Educational Psychology Review, 30, 1031-1065. https://doi.org/10.1007/s10648-018-9440-z
  63. King, R. B. (2018). Materialism is detrimental to academic engagement: Evidence from self-report surveys and linguistic analysis. Current Psychology, 39, 1397-1404. https://doi.org/10.1007/s10648-018-9440-z
  64. Datu, J. A. D., & King, R. B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology, 69, 100-110. https://doi.org/10.1016/j.jsp.2018.05.007
  65. Datu, J. A. D., King, R. B., & ^Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. Journal of Positive Psychology, 13, 260-270. https://doi.org/10.1080/17439760.2016.1257056
  66. Wang, J., King, R. B., & Rao, N. (2018). The role of social-academic goals in Chinese students’ self-regulated learning. European Journal of Psychology of Education, 34, 579-600. https://doi.org/10.1007/s10212-018-0404-y
  67. Datu, J. A. D., Bernardo, A. B. I., & King, R. B. (2018). Positive psychology research in the Philippines. Philippine Journal of Psychology, 51, 21-32.
  68. Chan, T. W., Looi, C. K., Chen, W., Wong, L.H., Chang, B., Liao, C. C. Y., Cheng, H., Chen, Z. H.,, Liu, C.C., Kong, S.C., Jeong, H., Mason, J., So, H. J., Murthy, S., Yu, F.-Y., Wong, S. L., King, R. B., Gu, X., Wang, M., Wu, L., Huang, R., Lam, R., & Ogata, H. (2018). Interest-driven creator theory: Towards a theory of learning design for Asia in the 21st century. Journal of Computers in Education, 5, 435-461. https://doi.org/10.1007/s40692-018-0122-0
  69. Datu, J. A. D., ^Valdez, J. P. M., & King, R. B. (2018). Exploring the association between peace of mind and academic engagement: Cross-sectional and cross lagged panel studies in the Philippine context. Journal of Happiness Studies, 19, 1903-1916. https://doi.org/10.1007/s10902-017-9902-x
  70. Caleon, I. S. C., King, R. B., Tan, J. P.-L., Low, M., Tan, C. S., & Liem, G. A. D. (2017). Nurturing grateful and connected twenty-first century learners: Development and evaluation of a socially-oriented gratitude intervention. Asia-Pacific Journal of Education, 37, 567-581. https://doi.org/10.1080/02188791.2017.1386091  
  71. King, R.B., & Datu, J. A. D. (2017). Materialism does not pay: Materialistic students have lower motivation, engagement, and achievement. Contemporary Educational Psychology, 49, 289-301. https://doi.org/10.1016/j.cedpsych.2017.03.003
  72. King, R. B., McInerney, D. M., & Nasser, R. (2017). Different goals for different folks: A cross-cultural study of achievement goals across nine cultures. Social Psychology of Education, 20, 619-642. https://doi.org/10.1007/s11218-017-9381-2
  73. Datu, J. A. D., King, R. B., & ^Valdez, J. P. M. (2017). The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement. Journal of School Psychology, 61, 19-31. https://doi.org/10.1016/j.jsp.2016.12.004
  74. King, R. B. (2016). Gender differences in motivation, engagement, and achievement are related to students’ perceptions of peer—but not of parent or teacher—attitudes toward school. Learning and Individual Differences, 52, 60-71. https://doi.org/10.1016/j.lindif.2016.10.006
  75. Ganotice, F. A., Datu, J. A. D., & King, R. B. (2016). Which emotional profiles exhibit the best learning outcomes? A person centered analysis of students’ academic emotions. School Psychology International, 37, 498-518. https://doi.org/10.1177/0143034316660147
  76. Wong, L.-H., King, R. B., Chai, C.-S., & Liu, M. (2016). Seamlessly learning Chinese: Contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment. Instructional Science, 44, 399-422. https://doi.org/10.1007/s11251-016-9383-z
  77. King, R. B., & McInerney, D. M. (2016). Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, meta-cognitive strategies, and achievement. British Journal of Educational Psychology, 86, 165-350. https://doi.org/10.1111/bjep.12107
  78. King, R. B., & McInerney, D. M. (2016). Culturalizing motivation research in educational psychology. British Journal of Educational Psychology, 86, 1-7. https://doi.org/10.1111/bjep.12106
  79. King, R. B. (2016). Does your approach to time matter for your learning?  Educational Psychology, 36, 1264-1284. https://doi.org/10.1080/01443410.2015.1045835
  80. King, R. B. (2016). Is a performance-avoidance achievement goal always maladaptive? Not necessarily for collectivists. Personality and Individual Differences, 99, 190-195. https://doi.org/10.1016/j.paid.2016.04.093
  81. Chai, C.S., Wong, L.H., & King, R. B. (2016). Surveying and modeling students’ motivation and learning strategies for mobile-assisted seamless Chinese language learning. Educational Technology & Society, 19, 170-180.
  82. Yeung, S.S.S., Ng, M. L., & King, R. B. (2016). English vocabulary instruction through storybook reading for Chinese EFL kindergarteners: Comparing rich, embedded, and incidental approaches. Asian EFL.
  83. Yeung, S. S. Z., & King, R. B. (2016). Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language. Reading Psychology, 37, 92-120. https://doi.org/10.1080/02702711.2015.1009591
  84. Wong, L.-H., Chai, C.-S, Po, A.-G., & King, R. B. (2015). Enculturating seamless learning through artifact creation and social interaction process. Interactive Learning Environments, 23, 130-15. https://doi.org/10.1080/10494820.2015.1016534
  85. King, R. B. (2015). Examining the dimensional structure and nomological network of achievement goals in the Philippines. Journal of Adolescence, 44, 214-218. https://doi.org/10.1016/j.adolescence.2015.07.019
  86. King, R. B., & Ganotice, F. A. (2015). Does family obligation matter for your motivation, engagement, and well-being? It depends on your self-construal. Personality and Individual Differences, 86, 243-248. https://doi.org/10.1016/j.paid.2015.06.027
  87. King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38. https://doi.org/10.1016/j.cedpsych.2015.04.002
  88. King, R. B., McInerney, D. M., Ganotice, F. A., & Villarosa, J. (2015): Positive affect catalyzes engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 39, 64-72. https://doi.org/10.1016/j.lindif.2015.03.005
  89. Caleon, I. S., Wui, G, Tan, J. P.-L., Tan, C. S., & King, R. B. (2015). Cross-cultural validation of the Academic Motivation Scale: A Singapore investigation. Child Indicators Research, 8, 925-942. https://doi.org/10.1007/s12187-014-9298-7
  90. Bernardo, A. B. I., Ganotice, F. A., & King, R. B. (2015). Motivation gap and achievement gap between public and private high schools in the Philippines. The Asia-Pacific Education Researcher, 24, 657-667. https://doi.org/10.1007/s40299-014-0213-2
  91. Bernardo, A. B. I., Ganotice, F. A., & King, R. B. (2015). Motivation gap and achievement gap between public and private high schools in the Philippines. The Asia-Pacific Education Researcher, 24, 657-667. https://doi.org/10.1007/s40299-014-0213-2
  92. King, R. B., Ganotice, F. A., & Watkins, D. A. (2014). A cross-cultural analysis of achievement and social goals among Chinese and Filipino students. Social Psychology of Education, 17, 439-445. https://doi.org/10.1007/s11218-014-9251-0
  93. King, R. B., & McInerney, D. M. (2014). Culture’s consequences on student motivation: Capturing universality and variability through personal investment theory. Educational Psychologist, 49, 175-198. https://doi.org/10.1080/00461520.2014.926813
  94. King, R. B., & McInerney, D.M. (2014). Mapping changes in students’ English and math self-concepts: A latent growth model study. Educational Psychology, 34, 581-597. https://doi.org/10.1080/01443410.2014.909009
  95. King, R. B., & Areepattamannil, S. (2014). What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies. Journal of Pacific Rim Psychology, 8, 18-27. http://dx.doi.org/10.1017/prp.2014.3
  96. King, R. B. (2014). The dark cycle of work avoidance goals and disengagement: A cross-lagged analysis. Psychological Studies, 59, 268-277. https://doi.org/10.1007/s12646-014-0267-5
  97. Ganotice, F. A., King, R. B., & Gaerlan, M. J. (2014). Validation of the Motivational Regulation Scale in the Philippines. The International Journal of Educational and Psychological Assessment, 16, 71-81.
  98. King, R. B., & McInerney, D. M. (2014). The work avoidance goal construct: Examining its structure, antecedents, and consequences. Contemporary Educational Psychology, 39, 42-58. https://doi.org/10.1016/j.cedpsych.2013.12.002 [Top 10 most highly-cited paper in Contemporary Educational Psychology in 2016 published under the 2014-2015 Impact Factor window]
  99. King, R. B., & Gaerlan, M. J. (2014). High self-control predicts more positive emotions, better engagement, and higher achievement in school. European Journal of Psychology of Education, 29, 81-100. https://doi.org/10.1007/s10212-013-0188-z
  100. King, R. B., & Ganotice, F. A. (2014). What’s happening to our boys: A personal investment analysis of gender differences in student motivation. The Asia-Pacific Education Researcher, 23, 151-157. https://doi.org/10.1007/s40299-013-0127-4
  101. Ganotice, F. A., & King, R. B. (2014). Social influences on students’ academic engagement and achievement. Psychological Studies, 59, 30-35. https://doi.org/10.1007/s12646-013-0215-9
  102. Ganotice, F. A., & King, R. B. (2014). Blessed are those who wait: Validating the Filipino version of the Academic Delay of Gratification (ADOGS) Scale. The Asia-Pacific Education Researcher, 23, 19-27. https://doi.org/10.1007/s40299-013-0081-1
  103. Ali, J., McInerney, D. M., Craven, R., Yeung, A., & King, R. B. (2014). Socially-oriented motivational goals and academic achievement: Similarities between native and Anglo Americans. Journal of Educational Research, 107, 123-137. https://doi.org/10.1080/00220671.2013.788988
  104. King, R. B., & Ganotice, F. A. (2014). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23, 745-756. https://doi.org/10.1007/s40299-013-0148-z
  105. King, R. B., McInerney, D. M., & Watkins, D. A. (2013). Examining the role of social goals in school: A study in two collectivist cultures. European Journal of Psychology of Education, 28, 1505-1523. https://doi.org/10.1007/s10212-013-0179-0
  106. King, R. B., & Ganotice, F.A. (2013). Student motivation as hierarchical and multidimensional: Cross-cultural validation of personal investment theory in the Philippines. Universitas Psychologica, 12, 685-698. https://doi.org/10.11144/Javeriana.UPSY12-3.smhm
  107. King, R. B., & Gaerlan, M.J. (2013). To study or not to study?: Investigating the link between time perspectives and motivational interference. Journal of Pacific Rim Psychology, 7, 63-72. https://doi.org/10.1017/prp.2013.8[Opens in a new window]
  108. King, R.B., & Watkins, D.A. (2013). Validating the Chinese version of the Inventory of School Motivation (ISM). International Journal of Testing, 13, 175-192. https://doi.org/10.1080/15305058.2012.656162
  109. Ganotice, F.A., Bernardo, A.B.I., & King, R.B.* (2013). Adapting the Facilitating Conditions Questionnaire (FCQ) for bilingual Filipino adolescents: Validating the English and Filipino versions. Child Indicators Research, 6, 237-256. https://doi.org/10.1007/s12187-012-9167-1
  110. King, R. B., McInerney, D.M., & Watkins, D.A. (2012). Competitiveness is not that bad…at least in the East: Testing the hierarchical model of achievement motivation in the Asian setting. International Journal of Intercultural Relations, 36, 446-457. https://doi.org/10.1016/j.ijintrel.2011.10.003
  111. King, R. B., McInerney, D. M., & Watkins, D. A. (2012). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 32, 749-776. https://doi.org/10.1080/01443410.2012.730479
  112. Ganotice, F. A., Bernardo, A. B. I., King, R. B.* (2012). Testing the factorial invariance of the English and Filipino version of the Inventory of School Motivation with bilingual students in the Philippines. Journal of Psychoeducational Assessment, 30, 298-303. https://doi.org/10.1177/0734282911435459
  113. King, R. B., & Watkins, D. A. (2012). Cross-cultural validation of the five-factor structure of social goals. Journal of Psychoeducational Assessment, 30, 181-193. https://doi.org/10.1177/0734282911412542
  114. King, R. B., Ganotice, F. A., & Watkins, D. A. (2012). Cross-cultural validity of the Inventory of School Motivation (ISM) in Chinese and Filipino samples. Child Indicators Research, 5, 135-153. https://doi.org/10.1007/s12187-011-9117-3
  115. King, R. B., & Watkins, D. A. (2012). “Socializing” achievement goal theory: The case for social goals. Psychological Studies, 57, 112-116. https://doi.org/10.1007/s12646-011-0140-8
  116. Chu, S. K. W., Woo, M., King, R. B., Choi, S., et al. (2012). Examining the application of Web 2.0 in medical-related organizations. Health Information and Libraries Journal, 29, 47-60. https://doi.org/10.1111/j.1471-1842.2011.00970.x
  117. King, R. B., Ganotice, F. A., & Watkins, D. A. (2012). Validation of the Chinese version of the Sense of Self (SOS) Scale. Asia Pacific Education Review, 13, 323-331. https://doi.org/10.1007/s12564-011-9195-4
  118. King, R. B., Ganotice, F. A., & McInerney, D. M. (2012). Cross-cultural validation of the Sense of Self (SoS) Scale in Chinese and Filipino settings. Child Indicators Research, 5, 719-734. https://doi.org/10.1007/s12187-012-9144-8
  119. King, R. B., & Watkins, D. A. (2011). The reliability and validity of the Goal Orientation and Learning Strategies Survey (GOALS-S): A Filipino investigation. The Asia Pacific Education Researcher, 20, 579-594.
  120. King, R. B., McInerney, D.M., & Watkins, D.A. (2010). Can social goals enrich our understanding of students’ motivational goals? Journal of Psychology in Chinese Societies, 10, 1-16.
  1. Nalipay, M., Jenina, N., Chai, C. S., Jong, M. S. Y., King, R. B., & Mordeno, I. G. (2023). Positive mental health literacy for teachers: adaptation and construct validation. Current Psychology, 1-11. https://doi.org/10.1007/s12144-023-04694-y
  2. King, R. B., Chiu, M. M., & Du, H. (2022). Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries. Journal of EducationalPsychology, 114(5), 1101. https://doi.org/10.1037/edu0000736
  3. Harrison, M. G., King, R. B., Wang, H. (2023). Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality. British Educational Research Journal. https://doi.org/10.1002/berj.3851
  4. Huang, B. Jong, M. S.-Y., King, R. B., Chai, C. S., & Jiang, M. Y.-C. (2022). Promoting secondary students’ twenty-first century skills and STEM career interests through a crossover program of STEM and community service education. Frontiers in Psychology, 13, 903252. https://doi.org/10.3389/fpsyg.2022.903252
  5. Xie, Q., Zhang, L. F., & King, R. B. (2022). Why do students change their learning approaches? A mixed-methods study. Educational Psychology, 42, 1089-1108 https://doi.org/10.1080/01443410.2022.2049708
  6. ^Wang, Y., *King, R. B, & Leung, S. O. (2022). Understanding Chinese Students’ Well-Being: A Machine Learning Study. Child Indicators Research, 16(2), 581-616. https://doi.org/10.1007/s12187-022-09997-3
  7. Nalipay, M. J. N., King, R. B., Garabiles, M. R., Capio, C. M., & Yeung, S. S. (2022). Migrant domestic workers’ character strengths and the role of work‐related factors: A strengths‐based perspective. International Journal of Psychology, 57(4), 501-510. https://doi.org/10.1002/ijop.12819
  8. ^Lam, W. C., King, R. B., Yeung, S. S. Y., & Zhoc, K. C. H. (2022). Mind-sets in early childhood: The relations among growth mindset, engagement and well-being among first grade students. Early Education and Development, 1-16. https://doi.org/10.1080/10409289.2022.2126656
  9. Xie, Q., King, R. B., & Cai, Y. (2022). Emotional contagion: A cross-cultural exploration of how teachers’ enjoyment facilitates achievement via students’ enjoyment. Current Psychology, 1-4. https://doi.org/10.1016/j.nedt.2022.105393
  10. Wang, H., Hall, N. C., & King, R. B. (2021). A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement. Educational Psychology, 41(10), 1319-1336. https://doi.org/10.1080/01443410.2021.1988060
  11. ^Haw, J.Y., King, R.B., Trinidad, J.E.R. (2021). Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018. International Journal of Educational Research, 110, 101864. https://doi.org/10.1016/j.ijer.2021.101864
  12. https://doi.org/10.1016/j.lindif.2021.102051
  13. ^Nalipay, M. J. N., King, R. B., Mordeno, I. G., & Wang, H. (2022). Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being. Educational Psychology, 42(1), 23-41. https://doi.org/10.1080/01443410.2021.2001791
  14. Zhoc, K. C. H., King, R. B., Chung, T. S. H., Chen, J., & Yang, M. (2021).  Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study. Current Psychology. https://doi.org/10.1007/s12144-021-02294-2
  15. ^Nalipay, J., *King, R. B., ^Haw, J., Mordeno, I., & dela Rosa, E. (2021). Teachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers. Learning and Individual Differences, 92, 102050. https://doi.org/10.1016/j.lindif.2021.102050
  16. Lee, D. H. L., & King, R. B. (2022). Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context. The Asia-Pacific Education Researcher, 31(5), 623-633. https://doi.org/10.1007/s40299-021-00613-6
  17. Wang, H., King, R. B., & McInerney, D. M. (2021). Conflicting or compatible? Evaluating teachers’ self-transcendence versus self-enhancement values from a multilevel perspective. Current Psychology, 1-11. https://doi.org/10.1007/s12144-021-02009-7
  18. Du, H., & King, R. B. (2022). What predicts perceived economic inequality? The roles of actual inequality, system justification, and fairness considerations. British Journal of Social Psychology, 61(1), 19-36.  https://doi.org/10.1111/bjso.12468
  19. ^Frondozo, C.E., King, R.B., ^Nalipay, M.J.N., & Mordeno, I. (2020). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement. Current Psychology. 1-4. https://doi.org/10.1007/s12144-020-01008-4
  20. King, R. B., & Caleon, I. S. (2021). School psychological capital is associated with optimal academic and well-being outcomes. Child Indicators Research, 14, 341-367. https://doi.org/10.1007/s12187-020-09757-1
  21. Du. H., Yang, J., King, R. B., Chi, P., & Yang, L. (2020). Covid-19 increases online searches for emotional and health-related terms. Applied Psychology: Health and Well-being, 12, 1039-1053. https://doi.org/10.1111/aphw.12237
  22. Du, H., Chen, A., Chi, P., & King, R. B. (2020). Income inequality reduces civic honesty. Social Psychological and Personality Science, 12, 537-543. https://doi.org/10.1177/1948550620929495
  23. Caleon, I. S., & King, R. B. (2020). Examining the phenomenon of resilience in schools: Development, validation, and application of the School Resilience Scale. European Journal of Psychological Assessment, 37, 52-64. https://doi.org/10.1027/1015-5759/a000572
  24. https://doi.org/10.1002/pits.22330
  25. King, R. B. (2020). Mindsets are contagious: The social contagion of implicit theories of intelligence among classmates. British Journal of Educational Psychology, 90, 349-363. https://doi.org/10.1111/bjep.12285
  26. King, R. B., & Chen, J. J. (2019). Emotions in education: Asian insights on the role of emotions in learning and teaching. The Asia-Pacific Education Researcher, 28, 279-281. https://doi.org/10.1007/s40299-019-00469-x
  27. Du, H., King, R. B., & Chi, P. (2019). Income inequality is detrimental to long-term well-being: A large-scale longitudinal investigation in China. Social Science and Medicine, 232, 120-128. https://doi.org/10.1016/j.socscimed.2019.04.043
  28. Du. H., Chi, P., & King, R. B. (2019). Economic inequality is associated with long-term harm on adolescent well-being in China. Child Development, 90, 1016-1026.
  29. Du, H., Chen, A., Chi, P., & King, R. B. (2019). Person-culture fit boosts national pride: A cross-cultural study among 78 countries. Journal of Research in Personality, 81, 108-117. https://doi.org/10.1111/cdev.13253
  30. Chi, P., Du, H., King, R. B., Zhou, N., Cai, H., & Lin, X. (2019). Well-being contagion in the family. Transmission of happiness and distress between parents and children. Child Indicators Research, 12, 2189-2202. https://doi.org/10.1007/s12187-019-09636-4
  31. Zhoc, K. C. H., Webster, B. J., King, R. B., Li, J. C. H., & Chung, T. S. H. (2019). Higher Education Student Engagement Scale (HESES): Development and psychometric evidence. Research in Higher Education, 60, 219-244. https://doi.org/10.1007/s11162-018-9510-6
  32. King, R. B., & Dela Rosa, E. (2019). Are your emotions under your control or not? Implicit theories of emotion predict well-being via cognitive reappraisal. Personality and Individual Differences, 138, 177-182. https://doi.org/10.1016/j.paid.2018.09.040
  33. Zhoc, K., Chung, T.S.H., & King, R. B. (2018). Emotional intelligence and self-directed learning: Examining their relation and contribution to better student learning outcomes in higher education. British Educational Research Journal, 44, 982-1004. https://doi.org/10.1007/s10212-019-00458-0
  34. Datu, J. A. D., King, R.B., ^Valdez, J. P. M., & Eala, M. S. (2019). Grit is associated with higher meaning in life and lower depression among Filipino high school students. Youth & Society, 51, 865-876. https://doi.org/10.1177/0044118X18760402
  35. King, R. B., & Datu, J. A. D. (2017). Happy classes make happy students: Classmates’ well-being predicts individual student well-being. Journal of School Psychology, 65, 116-128. https://doi.org/10.1016/j.jsp.2017.07.004
  36. Du, H. & King, R. B., & Chi, P. (2017). Self-esteem and subjective well-being revisited: The roles of personal, relational, and collective self-esteem. PLOS One, 12(8), e0183958. https://doi.org/10.1371/journal.pone.0183958
  37. King, R. B. (2017). A fixed mindset leads to negative affect: The relations between implicit theories of intelligence and subjective well-being. Zeitschrift fur Psychologie, 225, 137-145. https://doi.org/10.1027/2151-2604/a000290
  38. King, R. B. (2017). Social goals and well-being. Journal of Experimental Education, 85, 107-125. https://doi.org/10.1080/00220973.2015.1111853
  39. Caleon, I. S., Wui, M. G. L., Chiam, C. L., King, R. B., Tan, J. P.-L., & Tan, C. S. (2016). Shifting achievement trajectories: Personal strengths and perceived teacher support as predictors of Singapore students’ academic risk status. Educational Psychology, 37, 983-1000. https://doi.org/10.1080/01443410.2016.1259460
  40. Datu, J. A. D., King, R. B., & ^Valdez, J. P. M. (2016). The benefits of socially-oriented happiness: Validation of the Interdependent Happiness Scale in the Philippines. Child Indicators Research, 9, 631-649. https://doi.org/10.1007/s12187-015-9333-3
  41. Du, H., King, R. B., & Chu, S.K.W. (2016). Hope, social support, and depression among Hong Kong youth: Personal and relational self-esteem as mediators. Psychology, Health, & Medicine, 21, 926-931. https://doi.org/10.1080/13548506.2015.1127397
  42. Datu, J. A. D., & King, R. B. (2016). Prioritizing positivity optimizes positive emotions and life satisfaction: A three-wave longitudinal study. Personality and Individual Differences, 96, 111-114. https://doi.org/10.1016/j.paid.2016.02.069
  43. King, R. B., Caleon, I. S., Tan, J. P.-L., & Ye, S. (2016). Positive education in Asia. The Asia-Pacific Education Researcher, 25, 361-365. https://doi.org/10.1007/s40299-016-0292-3
  44. Datu, J. A. D., ^Valdez, J. P. M., & King, R. B. (2016). Perseverance counts but consistency does not! Validating the Short Grit Scale in a collectivist setting. Current Psychology, 35, 121-130. https://doi.org/10.1007/s12144-015-9374-2
  45. McInerney, D. M., Ganotice, F. A., King, R. B., Marsh, H. W., & Morin, A. (2015). Exploring commitment and turnover intentions among Hong Kong teachers. Teaching and Teacher Education, 52, 11-23. https://doi.org/10.1016/j.tate.2015.08.004
  46. Wong, L.H., Chai, C., Zhang, X., & King, R. B. (2015). Employing the TPACK framework for researcher-teacher co-design of a mobile-assisted seamless language learning environment. IEEE Transactions on Learning Technologies, 8, 31-42. https://doi.org/10.1109/TLT.2014.2354038
  47. King, R. B., & Gaerlan, M. J. (2015). The role of time perspectives in the use of volitional strategies. Psychological Studies, 60, 1-6. https://doi.org/10.1007/s12646-014-0278-2
  48. McInerney, D. M., Ganotice, F. A., King, R. B., Morin, A., & Marsh, H. W. (2015). Teacher’s commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong. Educational Psychology, 35, 926-945. https://doi.org/10.1080/01443410.2014.895801
  49. King, R. B., & Gaerlan, M. J. (2014). How you perceive time matters for how you feel in school: Investigating the link between time perspectives and academic emotions. Current Psychology, 33, 282-300. https://doi.org/10.1007/s12144-014-9213-x
  50. Du, H., & King, R.B. (2013). Placing hope in self and others: Exploring the relationships among self-construals, hope, and adjustment. Personality and Individual Differences, 54, 332-337. https://doi.org/10.1016/j.paid.2012.09.015
  51. Xie, C.X.Z., Gao, X.P., & King, R.B. (2013). Thinking styles in implicit learning and explicit learning. Learning and Individual Differences, 23, 267-271. https://doi.org/10.1016/j.lindif.2012.10.014
  52. King, R. B. (2012). How you think about your intelligence influences how adjusted you are: Implicit theories and adjustment outcomes. Personality and Individual Differences, 53, 705-709. https://doi.org/10.1016/j.paid.2012.05.031
  53. King, R. B., McInerney, D.M., & Watkins, D.A. (2012). How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions. Learning and Individual Differences, 22, 814-819. https://doi.org/10.1016/j.lindif.2012.04.005
  54. Du, H., King, R. B., & Chi, P. (2012). The development and validation of the Relational Self-esteem Scale. Scandinavian Journal of Psychology, 53, 258-264. https://doi.org/10.1111/j.1467-9450.2012.00946.x
  55. King, R. B. (2010). What do students feel in school and how do we measure them?: Examining the psychometric properties of the S-AEQ-F. Philippine Journal of Psychology, 43, 161-176.
  1. Wang, F., Zeng, L., Yue, Z., & *King, R. B. (2023). Supervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students’ research experience. Studies in Higher Education. https://doi.org/10.1080/03075079.2023.2212024
  2. Wang, F., *King, R. B., Zeng, L. M., Zhu, Y., & Leung, S. O. (2022). The research experience of postgraduate students: A mixed-methods study. Studies in Higher Education, 1-14. https://doi.org/10.1080/03075079.2022.2155344
  3. Xie, Q., Zhang, L. F., & King, R. B. (2022). Why do students change their learning approaches? A mixed-methods study. Educational Psychology, 42, 1089-1108 https://doi.org/10.1080/01443410.2022.2049708
  4. Xie, M., Luo, Y., & King, R. B. (2022). Social motivation and deep approaches to learning: A nationwide study among Chinese college students. Higher Education. https://doi.org/10.1007/s10734-022-00860-6
  5. Zhoc, K. C. H., King, R. B., Chung, T. S. H., Chen, J., & Yang, M. (2021).  Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study.Current Psychology. https://doi.org/10.1007/s12144-021-02294-2
  6. Zhoc, K.C.H., King, R. B., Chung, T.S.H., &Chen, J.J., & Yang. M. (2020). The importance of emotional intelligence in the first year: Examining the differences for students with high and low EI on their engagement and learning outcomes. European Journal of Psychology of Education, 35, 839-863. https://doi.org/10.1007/s10212-019-00458-0
  7. Zhoc, K. C. H., Webster, B. J., King, R. B., Li, J. C. H., & Chung, T. S. H. (2019). Higher Education Student Engagement Scale (HESES): Development and psychometric evidence. Research in Higher Education, 60, 219-244. https://doi.org/10.1007/s11162-018-9510-6
  8. Zhoc, K., Chung, T.S.H., & King, R. B. (2018). Emotional intelligence and self-directed learning: Examining their relation and contribution to better student learning outcomes in higher education. British Educational Research Journal, 44, 982-1004. https://doi.org/10.1007/s10212-019-00458-0
  9. Xie, C.X.Z., Gao, X.P., & King, R.B. (2013). Thinking styles in implicit learning and explicit learning. Learning and Individual Differences, 23, 267-271. https://doi.org/10.1016/j.lindif.2012.10.014
  1. Du, H., Liang, Y., Chi, P., & King, R. B. (2021). Chinese perceive upward social mobility: How future mobility is influenced, but not limited by past mobility. International Journal of Psychology, 56(6), 951-960. https://doi.org/10.1002/ijop.12771
  2. Du, H., Zhou, N., Cao, H., Zhang, J., Chen, A., & King, R. B. (2021). Economic inequality is associated with lower internet use: A nationally representative study. Social Indicators Research, 155, 789-803. https://doi.org/10.1007/s11205-021-02632-8