- I am an Assistant Professor in the Department of Curriculum and Instruction at the Education University of Hong Kong ... moreI am an Assistant Professor in the Department of Curriculum and Instruction at the Education University of Hong Kong (EdUHK). I received my B.A. (Psychology, Linguistics & Philosophy), PGDE (English), M.Ed. (Special Education), and Ph.D. (Gifted Education) from the University of Hong Kong. Before embarking on my doctorate, I was an English teacher in primary and secondary schools in Hong Kong and I also received training as a mindfulness teacher.
Over the years, I had participated in various research projects in educational psychology, school guidance and counseling, and teaching innovations. My current research interests center on students' perfectionism in the Chinese context, affective development of gifted students, positive education, and the intersection of these three lines of inquiry. My work has been presented in various key conferences in gifted education, including the European Council for High Ability (ECHA) and the World Council for GIfted and Talented Children (WCGTC); in refereed journals, such as Roeper Review, High Ability Studies, and The Internet and Higher Education; as well as in edited books for Routledge and Springer.
Besides engaging in research activities, I have been serving the WCGTC and the Asia-Pacific Federation on Giftedness (APFG) as a Hong Kong delegate to facilitate knowledge transfer among members from 47 countries and regions. For the local community of practice, I have given professional development seminars for schools and professional bodies, such as the Hong Kong Psychological Society (HKPS) and the Gifted School Network; and have been working closely with the Hong Kong Academy for Gifted Education (HKAGE) both in terms of research collaboration and knowledge transfer activities, including the delivery of seminars and workshops, for gifted students, parents, and practitioners in the professional community.edit
Research Findings: This study investigated the relationships of preservice teachers’ year of study in the teacher education program, creativity, zest, and self-efficacy in managing children’s behaviors to self-efficacy in creating... more
Research Findings: This study investigated the relationships of preservice teachers’ year of study in the teacher education program, creativity, zest, and self-efficacy in managing children’s behaviors to self-efficacy in creating child-centered learning environments. Data were collected from 275 Hong Kong preservice teachers via self-reported questionnaires. Results showed that creativity had a direct positive linkage with self-efficacy in creating child-centered learning environments. Zest was associated with self-efficacy in creating child-centered learning environments, however, indirectly through self-efficacy in managing children’s behaviors. Year of study was unrelated to both self-efficacies. Practice or Policy: Preservice teachers’ creativity and zest can be conceptualized as personal resources for creating child-centered environments. Teacher education programs should therefore incorporate components of fostering pre-service teachers’ own creativity and zest.
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Please cite as: Fong, R. W., & Cai, Y. (in press). Perfectionism, self-compassion and test-related hope in Chinese primary school students. The Asia-Pacific Education Researcher. Perfectionism is multidimensional and includes... more
Please cite as: Fong, R. W., & Cai, Y. (in press). Perfectionism, self-compassion and test-related hope in Chinese primary school students. The Asia-Pacific Education Researcher.
Perfectionism is multidimensional and includes perfectionistic striving (ceaseless pursuit of very high performance standards) and perfectionist concerns (excessive self-criticism over one’s inability to live up to unrealistically high expectations). Previous studies generally suggest that both perfectionistic striving and perfectionistic concerns are highly related to emotions; however, little research has been conducted on how perfectionism and its distinct components relate to key academic emotions such as hope towards one’s test performance. This study aimed to examine the relationship between perfectionism and test-related hope, and the mediating role of self-compassion. A sample of Chinese primary students (N=1051) were recruited to complete measures of perfectionism, self-compassion and test-related hope. Structural equation modeling showed that perfectionistic striving was associated with higher test-related hope, and perfectionistic concerns with lower test-related hope. Partial mediation effects of self-compassion on the relationship between dimensions of perfectionism and test-related hope were also found. The findings contribute to our understanding of how perfectionism is related to emotion constructs in competitive contexts. Implications pertaining to future directions in research and practice will be discussed.
Perfectionism is multidimensional and includes perfectionistic striving (ceaseless pursuit of very high performance standards) and perfectionist concerns (excessive self-criticism over one’s inability to live up to unrealistically high expectations). Previous studies generally suggest that both perfectionistic striving and perfectionistic concerns are highly related to emotions; however, little research has been conducted on how perfectionism and its distinct components relate to key academic emotions such as hope towards one’s test performance. This study aimed to examine the relationship between perfectionism and test-related hope, and the mediating role of self-compassion. A sample of Chinese primary students (N=1051) were recruited to complete measures of perfectionism, self-compassion and test-related hope. Structural equation modeling showed that perfectionistic striving was associated with higher test-related hope, and perfectionistic concerns with lower test-related hope. Partial mediation effects of self-compassion on the relationship between dimensions of perfectionism and test-related hope were also found. The findings contribute to our understanding of how perfectionism is related to emotion constructs in competitive contexts. Implications pertaining to future directions in research and practice will be discussed.
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Passion and perseverance for long-term goals or grit has been linked to various indices of educational success such as academic achievement, engagement, and motivation. Despite the nascent evidence regarding the beneficial impact of grit,... more
Passion and perseverance for long-term goals or grit has been linked to various indices of educational success such as academic achievement, engagement, and motivation. Despite the nascent evidence regarding the beneficial impact of grit, previous investigations adopted a variable-centered approach which could not explore how individuals with different profiles of grit may differ in terms of academic outcomes. The current research aimed to build on the existing grit literature through examining the linkage of grit to test emotions using a person-centered approach among 1,051 Hong Kong Chinese primary school students. Results of cluster analyses showed that there were three naturally-occurring profiles of grit (Cluster 1 = High Perseverance and High Consistency; Cluster 2 = High Perseverance and Low Consistency; Cluster 3 = Low Perseverance and High Consistency) in the present study. Results of the multivariate analysis of variance (MANOVA) demonstrated that students who belonged to Cluster 2 had the highest scores on hope and lowest scores on anxiety and shame. The results imply that espousing high perseverance of effort and low consistency of interest is associated with higher levels of positive activating emotions and reduced levels of negative activating emotional states when taking academic tests.
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Chinese learners have frequently demonstrated academic achievement that outshines their Western counterparts―but paradoxically research has suggested that various nurturing , teaching and learning conditions in the Chinese context are... more
Chinese learners have frequently demonstrated academic achievement that outshines their Western counterparts―but paradoxically research has suggested that various nurturing , teaching and learning conditions in the Chinese context are often believed in the West to be unfavorable to learning. Against this background, the chapter revisits this paradox by drawing upon research and current theories of motivation and learning. Through a cultural lens, the authors discuss pertinent personal and social-contextual factors influencing Chinese learners' academic success. In particular, attention is directed to learners' self-efficacy and connectedness. The chapter offers a picture of how Chinese learners are actually nurtured, and identifies some culturally sensitive notions in the research literature. The arguments here should alert researchers and practitioners to some key cultural differences when interpreting research and practice.
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This study investigated relationships among measures of perfectionism, academic self-concept, and academic achievement in fourth and fifth grade children from selective primary schools in Hong Kong where admission involves strict... more
This study investigated relationships among measures of perfectionism, academic self-concept, and academic achievement in fourth and fifth grade children from selective primary schools in Hong Kong where admission involves strict assessment of students’ aptitude and potential. Based on their overall academic performance 331 students were recruited, with half the sample comprising high achievers and the other half lower achievers in their respective cohorts. A 37-item questionnaire adapted from the Almost Perfect Scale-Revised (APS-R) (Slaney, Rice, Mobley, Trippi, & Ashby, 2001) and the Self Description Questionnaire I (SDQ) (Marsh, Relich, & Smith, 1983) was administered in a classroom setting. Dependent upon their APS-R scores, participants were sorted into three comparison groups: (i) adaptive perfectionists (ii) maladaptive perfectionists and (iii) non-perfectionists. Pearson correlation, univariate analysis, hierarchical regression analysis and independent-samples t-tests were employed to assess the links among the variables. Results showed perfectionism was directly and indirectly correlated to academic achievement, with academic self-concept as a significant mediator. High achievers were associated with adaptive perfectionism and high academic self-concept. The present findings reflect the distinctive roles of perfectionism in the personal and cognitive developments of primary school students often been downplayed or overlooked in China. Implications for future research and educational guidance are suggested.
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Chinese learners have frequently demonstrated academic achievement that outshines their Western counterparts; but research has suggested that various nurturing, teaching, and learning conditions in the Chinese context are often considered... more
Chinese learners have frequently demonstrated academic achievement that outshines their Western counterparts; but research has suggested that various nurturing, teaching, and learning conditions in the Chinese context are often considered unfavorable to learning in the West. Against this background, the chapter revisits the paradox of Chi-nese learners by drawing upon research and current theories of motivation and learning. Through a cultural lens, the authors discuss pertinent personal and social-contextu-al factors influencing Chinese learners' academic success. In particular, attention is directed to learners' self-efficacy and connectedness. The chapter offers a consolidated picture of how Chinese learners are actually nurtured, and identifies some culturally sensitive notions in the research literature. The arguments here should alert researchers and practitioners to some key cultural differences when interpreting research and practice.