Dr. Susanna Siu-Sze Yeung is currently Associate Professor of Department of Psychology at The Education University of Hong Kong. Her research interests revolve around second language learning, reading and language intervention and detection and remediation of reading problems. Before joining EdUHK, she had taught in various local tertiary institution. Currently, her projects investigate children's reading development in English, cognitive-linguistic foundations and affective processes of second language learning and the role of home environment in langauge learning.

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Research interest:

• Second langauge learning, reading intervention, reading difficulties

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Publications:

• Yeung, S. S., & Qiao, S. (2019). Developmental trends and precursors of English spelling in Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers. Research in Developmental Disabilities, 93, 103456.

• Yeung, S. S.* (2018). Second language learners who are at-risk for reading disabilities: A growth mixture model study. Research in Developmental Disabilities, 78, 35-43.

Junjun Chen is an associate professor at the Department of Education Policy and Leadership at the Education University of Hong Kong, Hong Kong. Her research has focused on teacher and principal well-beings and how these have contributed to teaching improvement and school effectiveness.

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Research interest:

• Teacher well-being and development; School leader well-being and development; Systematic literature review; Psychometric measurement

Publications:

• Chen, J. (2020). Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019. Cambridge Journal of Education, 51(3), 327-357.

• Chen, J. (2019). Exploring the impact of teacher emotions on their approaches to teaching: A Structural Equation Modeling approach. British Journal of Educational Psychology, 89(1), 57-74.

• Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.

Dr. Wang Hui received her doctoral degree in Educational Psychology at McGill University, Canada. Her research focuses on teachers’ achievement motivation, emotions, and psychological well-being, as well as the impact of teacher motivation and emotions on students’ motivational, behavioral, and achievement outcomes.

Research interest: 

• Teacher motivation, emotions, emotion regulation, psychological well-being

Publications: 

• Wang, H., & Hall, N. C. (2021). Exploring relations between teacher emotions, coping strategies, and intentions to quit: A longitudinal analysis. Journal of School Psychology, 86, 64-77.

• Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and teacher education, 47, 120-130.

• Wang, H., Hall, N. C., & Taxer, J. L. (2019). Antecedents and consequences of teachers’ emotional labor: A systematic review and meta-analytic investigation. Educational Psychology Review, 31(3), 663-698.