Served as teacher, panel head in secondary school, visiting scholar of Western Sydney University. Courses taught: Psycho-social Development of the Adolescent, Motivation, Research Methodology.

Developmental Psychology, Motivation, Moral Development, Research Methodology and Applied Statistics.

1. Hau, K. T., & Chang, H. H.  (2001).  Item selection in computerized adaptive testing: Should more discriminating items be used first?  Journal of Educational Measurement, 38, 249-266.

2. Hau, K.T. (1993). Suicide in Hong Kong: Age trend, sex ratio, and method of suicide. Social Psychiatry and Psychiatric Epidemiology, 28, 23-27.

3. Hau, K.T. (1995). Confirmatory Factor Analayses of Seven Locus of Control Measures. Journal of Personality Assessment, 65, 117-132.

4. Hau, K.T. & Lew, J.F. (1989). Moral Development of Chinese Students in Hong Kong. International Journal of Psychology, 24, 561-569.

5. Hau, K.T. & Salili, F.(1990). Examination Result Attributions, Expectancy, and Achievement Goals of Chinese Students in Hong Kong, Education Studies, 14, 17-31.

6. Hau, K.T. & Salili, F. (1991). Structure and Semantic Differential Placement of specific Causes: Academic Causal Attributions by Chinese Students in Hong Kong. International Journal of Psychology, 26, 175-193.

7. Hau, K.T. & Salili, F. (1993). Measurement of achievement attribution - A review of instigation methods, question contents, and measurement formats. Educational Psychology Review, 5, 377-422.

8. Hau, K.T. & Salili, F. (1996). Prediction of academic performance among Chinese students: Effort can compensate for lack of ability. Organizational Behavior and Human Decision Processes, 65, 83-94.

9. Hau, K.T. & Salili, F. (1996). Motivational Effects of Teachers' Ability versus Effort Feedback on Chinese Students'Learning. Social Psychology of Education: An International Journal, 1, 69-85.

10. Hau, K. T.  (2000).  Book Review: Structural Equation Modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming.  Structural Equation Modeling: A Multidisciplinary Journal, 7, 640-643.

11. Hau, K. T., & Cheng Z. J., & Marsh, H. W.  (1999).  Confirmatory factor analyses: Number of items and other coping strategies for small sample.  Acta Psychologica Sinica, 31(1), 76-83.

12. Marsh, H.W., Balla, J.R., & Hau, K.T. (1996). An evaluation of incremental fit indexes: A clarification of mathematical and empirical properties. In G.A. Marcoulides & R.E.Schumacker(Eds.), Advanced structural equation modeling techniques(pp.315-353). Mahwah, NJ: Lawrence Erlbaum.

13. Marsh, H.W., Hau, K.T., Balla, J.R., Grayson, D. (1998). Is more ever too much: The number of indictors per factor in confirmatory factor analysis. Multivariate Behavioural Research, 33, 181-220.

14. Marsh, H. W., Kong, C. K., & Hau, K. T.  (2000).  Longitudinal multilevel modeling of the Big Fish Little Pond Effect on academic self-concept: Counterbalancing social comparison and reflected glory effects in Hong Kong high schools.  Journal of Personality and Social Psychology, 78, 337-349.

15. Marsh, H. W., Hau, K. T., & Kong, C. K.  (2000).  Late immersion and language of instruction (English vs. Chinese) in Hong Kong high schools: Achievement growth in language and nonlanguage Subjects.  Harvard Educational Review, 70, 302-346.

16. Marsh, H. W., Kong, C. K., Hau, K. T.  (2001)  Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students.  American Educational Research Journal, 93, 543-553.

17. Marsh, H. W., Kong, C. K., & Hau, K. T.  (2002).  Multilevel Causal Ordering of Academic Self-concept and Achievement: Influence of Language of Instruction (English vs. Chinese) For Hong Kong Students.  American Educational Research Journal, 39, 727-763.

18. Marsh, H. W., Hau, K-T, & Kong, C-K, (2002). Multilevel Modeling of Longitudinal Growth and Change: Substantive Effects or Regression Toward the Mean Artifacts? Multivariate Behavioral Research, 37, 245-282.  (USA, Lawrence Erlbaum Associate)

19. Wen, Z., Marsh, H. W., & Hau, K. T.  (2002).  Interactional effects in growth modeling: A full model.  Structural Equation Modeling: A Multidisciplinary Journal, 9, 20-39.  (USA, Lawrence Erlbaum Associates).

20. Cao, Y. W., & Kit-Tai Hau.  (1999).  Sex differential item functioning of a Chinese vocabulary test.  Psychological Testing, 46(1), 119-128.

21. Ho, I. T., Salili, F., Biggs, J. B., & Hau, K. T.  (1999).  The relationship among causal attributions learning strategies and level of achievement: A Hong Kong Chinese study.  Asia Pacific Journal of Education, 19(1), 44-58.

22. Hau, K. T., & Cheng Z. J., & Marsh, H. W.  (1999).  Confirmatory factor analyses: Number of items and other coping strategies for small sample.  Acta Psychologica Sinica, 31(1), 76-83.

23. Marsh, H. W.,& Hau, K. T.  (1999).  Confirmatory factor analysis: Strategies for small sample sizes (pp.251-284).  In R. H. Hoyle (Ed.), Statistical strategies for small sample research, Thousand Oaks, CA: Sage.

24. Salili, F., Hau, K. T.  (1999).  Teachers’ evaluative feedback and its relationship with students’ perception of ability and effort: An analysis of the effects of culture and context on students’ perceptions.  Asia Pacific Journal of Education(Singapore), 19(2), 60-71.

25. Marsh, H. W., Hau, K. T., Chung, C. M., & Siu, T. L. P.  (1997).  Students’ evaluations of university teaching: Chinese version of the students’ evaluations of educational quality (SEEQ) instrument.  Journal of Educational Psychology(APA), 89, 568-572.

26. Kong, C. K., & Hau, K. T.  (1996).  Students' Achievement Goals and Approaches to Learning: Relationship between emphasis of self-improvement and thorough understanding.  Research in Education (UK), 55, 74-85.

27. Marsh, H. W., Hau, K. T., Roche, L., Craven, R., Balla, J., McInerney, V.  (1994).  Problems in the application of structural equation modeling: Comment on Randhawa, Beamer, and Lundberg (1993).  Journal of Educational Psychology (APA), 86, 457-462.

28. Marsh, H. W., & Hau, K. T.  (1996).  Assessing goodness of fit: Is parsimony always desirable?  The Journal of Experimental Education(Heldref, USA), 64, 364-390

29. Cheng, Z. J., & Hau, K. T.  (in press).  Are intelligence and personality changeable? Generality of Chinese students' beliefs across various personal attributes and age groups.  Personality and Individual Differences.