Prof. Ronnel B. KING

PhD (HKU)

Associate Professor, Department of Curriculum and Instruction
Assistant Dean (Interdisciplinary Innovation and Partnerships), Faculty of Education

Prof. Ronnel B. KING

Prof. Ronnel B. KING

Associate Professor

HTB Rm. 411
3943 6959


Website
Introduction
Professor Ronnel B. KING is an Associate Professor in the Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong where he leads the Positive Psychology and Education Lab. He is interested in understanding the factors that underpin motivation, socio-emotional learning, and well-being. He is also keen on leveraging positive psychology/education interventions to enhance these optimal states. He has published more than 250 journal articles on these core topics which have appeared in the top-ranked journals in educational psychology including the Learning and Instruction, Journal of Educational Psychology, Educational Psychology Review, Educational Psychologist, Contemporary Educational Psychology, Journal of School Psychology, and British Journal of Educational Psychology among others. He is recognized as one of the most prolific educational psychology researchers in Asia and globally, and his citations are at the top 0.05% in the field. He currently Associate Editor of the British Journal of Educational Psychology, Psychology in the Schools, and The Asia-Pacific Education Researcher.
Research Statement
Primary fields: Positive psychology and education, educational psychology
Research focus: My research focuses on understanding the factors that underpin motivation and well-being. The core questions that drive my research include:
  1. What motivates students to learn and engage?
  2. What factors drive teacher and student well-being?
  3. How can we design positive psychology/education interventions to enhance motivation, socio-emotional competencies, and well-being?
Honors and Awards
  • #1 most prolific educational psychology researcher in Asia; among the most productive educational psychology researchers in the world (Fong et al., 2022) (see link: https://link.springer.com/article/10.1007/s10648-022-09704-2
  • Among the top researchers in educational psychology (identified as among the top 50 authors based on publications in key educational psychology journals) (Marsh et al., 2025) (see link: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5349200)
  • Top 1% highly cited author according to Clarivate Analytics
  • Top 2% most highly-cited education researcher in the world both for lifetime citations and latest-year citations according to the Stanford University database of highly-cited authors (Ionnadis, 2022, 2023, 2024, 2025); see link: https://elsevier.digitalcommonsdata.com/datasets/btchxktzyw/4
  • Among the most prominent psychology researchers in the world and top 100 in Greater China (https://research.com/scientists-rankings/psychology/cn)
  • Highly cited motivation scholar in the world (Ranked 8th); ranked 21st in the world in in the field of well-being research (https://scholargps.com/scholars/52563163950107/ronnel-b-king)
  • 250+ total journal publications in SSCI-indexed journals
  • Guest editor for 10 journal special issues in leading educational psychology journals (e.g., Educational Psychology Review; Social Psychology of Education, Learning and Instruction, The Asia Pacific Education Researcher)
  • Google Scholar H-index: 68; Total citations in Google Scholar: 14,900+: https://scholar.google.com/citations?user=z_ihO48AAAAJ&hl=en
  • Scopus H-index: 49; Total citations in Scopus: 7,600+: https://www.scopus.com/authid/detail.uri?authorId=53879992500
  • FWIC (field weighted citation index) of 2.94, indicating that my research is cited nearly 3x more frequently than the global average for comparative work in the field of education and educational psychology
  • Co-Director of the Global SELF Research Centre, a virtual network of researchers who are interested in self-related processes, comprising more than 700+ members and with satellite units across North America, Europe, and the Asia-Pacific
Selected Publications
For the full list of publications, please refer to Google Scholar: https://scholar.google.com/citations?user=z_ihO48AAAAJ&hl=en
Journal Publications
Note: ^Denotes PhD students/research support staff under my supervision; * denotes corresponding authorship

  1. Li, J., & King, R. B. (2026). Who perseveres in school? Understanding the developmental trajectories, predictors, and consequences of students’ perseverance. Learning and Instruction, 101, 102249.
  2. Harrison, M. G., Mendoza, N. B., Hocson, S. M., & King, R. B. (2026). The wellbeing and work engagement of school counsellors in Southeast Asia: A self-determination theory perspective. British Journal of Guidance & Counselling, 1-16.
  3. Feng, E., Wang, Y., & King, R. B. (2026). Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable-and person-centered approaches. Language Teaching Research, 30(1), 403-429.
  4. Cao, F., Zhang, L. F., & King, R. B. (2025). The development and validation of the Perceived Social Support Scale for Doctoral Students (PSSS-DS). Research in Higher Education, 66(8), 1-18.
  5. Nalipay, M. J. N., Chai, C. S., Jong, M. S. Y., & King, R. B. (2025). Teacher mental health literacy: A narrative review of qualitative studies. School Mental Health, 17(4), 1229-1250.
  6. Wang, F., Zeng, M., & King, R. B. (2025). Socioeconomic gaps in socio-emotional skills: The role of school-based interpersonal relationships. Social Psychology of Education, 28(1), 146.
  7. Huang, W., Jiang, J., King, R. B., & Fryer, L. K. (2025). Chatbots and student motivation: A scoping review. International Journal of Educational Technology in Higher Education, 22(1), 1-27.
  8. Wang, F., Zeng, L. M., & King, R. B. (2025). Teacher support for basic needs is associated with socio-emotional skills: A self-determination theory perspective. Social Psychology of Education, 28(1), 76.
  9. Zhao, S., Du, H., King, R. B., Lin, D., & Chi, P. (2025). Growth mindset of socioeconomic status boosts academic-related outcomes. Social Psychology of Education, 28(1), 1-27.
  10. Jimerson, S. R., Boyle, C., Begeny, J., King, R. B., Liem, G. A. D., Wang, C., ... & Holland, S. (2025). Advancing the science and practice of school psychology internationally: Transnational leadership cultivating diversity, equity, innovation, inclusion, and global impact. Psychology in the Schools.
  11. Chen, Y., Zhou, T., Chui, H., & King, R. B. (2025). Psychometric properties of the Chinese version of the Performance Failure Appraisal Inventory-Short Form (PFAI-SF). Journal of Psychoeducational Assessment, 07342829251392959.
  12. Zhang, J., Wang, F., & King, R. B. (2025). Beyond intelligence: Exploring the role of growth mindsets in the domain of social–emotional skills. British Journal of Educational Psychology.
  13. Wang, F., & King, R. B. (2025). Socio-emotional skills matter for academic resilience: A global perspective. Learning and Individual Differences, 123, 102758
  14. Jiang, J., Shum, A., King, R. B., Zeng, L. M., & Fryer, L. K. (2025). Development and validation of short version of university-program student engagement questionnaire (SUPSEQ). Higher Education Research & Development, 1-19.
  15. Wang, F., Zeng, L. M., & King, R. B. (2025). University students’ socio-emotional skills: The role of the teaching and learning environment. Studies in Higher Education, 50(8), 1670-1687.
  16. Fryer, L. K., Shum, A., King, R. B., & Lau, P. (2025). How does interest in a course interact with course learning?. Learning and Instruction, 98, 102106.
  17. Wang, F., Huang, P., Xi, Y., & King, R. B. (2025). Fostering resilience among university students: The role of teaching and learning environments. Higher Education, 1-25.
  18. Li, J., Zhang, J., Chai, C. S., Lee, V. W., Zhai, X., Wang, X., & King, R. B. (2025). Analyzing the network structure of students’ motivation to learn AI: A self-determination theory perspective. npj Science of Learning, 10(1), 48.
  19. Harrison, M. G., Wang, Y., & King, R. B. (2025). Development and validation of the Parental Perceptions of School Counseling Scale (PPSC). Journal of Counseling & Development.
  20. Li, J., Mendoza, N. B., & King, R. B. (2025). Beyond achievement goals: How different goals drive second language learning and achievement. Studies in Second Language Learning and Teaching, 15(2), 325-348.
  21. Chen, Y., Li, J., Chui, H., & King, R. B. (2025). Peer cooperation and competition are both positively linked with mastery‐approach goals: An achievement goal perspective. British Journal of Educational Psychology.
  22. Adarlo, G. M., Wang, Y., & King, R. B. (2025). Exploring the role of supervisors in supporting graduate students’ psychological needs and well-being. Journal of Further and Higher Education, 1-22.
  23. Simon, P. D., Jiang, J., Fryer, L. K., King, R. B., & ^Frondozo, C. E. (2025). An assessment of learning management system use in higher education: Perspectives from a comprehensive sample of teachers and students. Technology, Knowledge and Learning, 30(2), 741-767.
  24. Wang, F., & King, R. B. (2025). Developing the short form of the survey on social and emotional skills (SSES-SF). Journal of Personality Assessment, 107(3), 330-345.
  25. Wong, L. H., King, R. B., & Haw, J. (2025). The secret behind Singapore’s success: identifying the top predictors of student reading achievement using machine learning. Journal for the Study of Education and Development, 02103702251323477.
  26. Kee, T., Kuys, B., & King, R. B. (2025). Foregrounding design thinking in project-based learning amid the transition to the new normal. Interdisciplinary Journal of Problem-Based Learning, 19(1).
  27. Yeung, S. S. S., King, R. B., & Qiao, S. (2025). Socioeconomic status and reading comprehension in English and Chinese: The mediating role of metalinguistic awareness, word reading, and vocabulary. Language Awareness, 34(2), 561-580.
  28. Wang, F., Yin, H., & King, R. B. (2025). Profiling motivation and engagement in online learning: A multilevel latent profile analysis of students and institutions. Computers & Education, 227, 105209.
  29. Li, Y., King, R. B., Chen, J., & Xu, W. (2025). PhD students’ well-being and its antecedents and consequences: A perspective of the Job Demands-Resources model. Higher Education Research & Development, 1-17.
  30. Li, J., King, R. B., Chai, C. S., Zhai, X., & Lee, V. W. (2025). The AI Motivation Scale (AIMS): A self-determination theory perspective. Journal of Research on Technology in Education, 1-22.
  31. King, R. B. & Wang, F. (2025). The rich get richer: Socioeconomic advantage amplifies the role of growth mindsets in learning. British Journal of Educational Psychology.
  32. Li, J., Wang, C., King, R. B., & Zhao, Y. (2025). I can do it: A positive psychology perspective on the development of self-efficacy in the EFL context. Applied Linguistics Review, (0).
  33. Luo, S., Fu, L., King, R. B., & Leung, S. O. (2025). Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status. Language Teaching Research, 13621688251316339.
  34. Liang, S., King, R. B., & Sing, C. C. (2025). Mapping the Terrain of Students Well-Being: Implications for Academic Achievement. Child Indicators Research, 18(1), 57-92.
  35. Hu, X., Guo, J., King, R. B., & Leung, F. K. (2025). A cultural explanation of motivation-achievement paradox in math. Educational Researcher, 0013189X251370677.
  36. Zhoc, K. C., Tse, J. K., & King, R. B. (2025). The importance of social and emotional learning in facilitating positive transitions from kindergarten to primary school in Hong Kong. Journal of Early Childhood Research, 1476718X251349938.
  37. Harrison, M. G., Wang, Y., Cheng, A. S., Tam, C. K. Y., Pan, Y. L., & King, R. B. (2025). School climate and teacher wellbeing: The role of basic psychological need satisfaction in student-and school-related domains. Teaching and Teacher Education, 153, 104819.
  38. Wang, F., King, R. B., & Zeng, L. M. (2024). Supporting students' basic needs is associated with better socio-emotional skills across cultures: A self-determination theory perspective. Learning and Individual Differences, 116, 102535.
  39. Li, J., King, R. B., Leung, S. O., & Wang, C. (2024). Students’ expectancy-value profiles in the West and the East: Cross-cultural similarities and differences. Learning and Individual Differences, 116, 102519.
  40. Nalipay, M. J. N., King, R. B., & Cai, Y. (2024). Happy teachers make happy students: The social contagion of well-being from teachers to their students. School Mental Health, 16(4), 1223-1235.
  41. Li, J., King, R. B., & Lee, V. W. (2024). Distinct trajectories of EFL motivation: A self-determination theory perspective. System, 126, 103441.
  42. Harrison, M. G., Wang, Y., Yeung, S. S., & King, R. B. (2024). Chinese and non-Chinese parents’ perceptions of school counselling in Hong Kong: A mixed-methods cross-cultural comparison. British Journal of Guidance & Counselling, 52(6), 1181-1197.
  43. Xu, W., Li, Y., King, R. B., & Chen, J. (2024). The well-being of doctoral students in education: An ecological systems perspective. Behavioral Sciences, 14(10), 929.
  44. Luo, S., Lin, L., Fu, L., King, R. B., & Leung, S. O. (2024). The influence of ICT competencies on English digital reading achievement. International Journal of Educational Development, 110, 103139.
  45. King, R. B., Haw, J. Y., & ^Wang, Y. (2024). Need-support facilitates well-being across cultural, economic, and political contexts: A self-determination theory perspective. Learning and Instruction, 93, 101978.
  46. Chen, Y., Chui, H., Huang, Y., & King, R. B. (2024). Adaptation and validation of the Chinese version of fear of failure in learning scale. Journal of Psychoeducational Assessment, 42(7), 866-881.
  47. Luo, S., King, R. B., Wang, F., & Leung, S. O. (2024). English digital reading achievement for East Asian students: Identifying the key predictors using a machine learning approach. Asia Pacific Journal of Education, 1-17.
  48. Haw, J. Y., Nalipay, M. J. N., & King, R. B. (2024). Perceived relatedness-support matters most for teacher well-being: A self-determination theory perspective. Teachers and Teaching, 30(6), 745-761.
  49. King, R. B., Luo, Y., & Xie, M. (2024). Good begets good: The role of helping others on engagement and achievement among university students. Research in Higher Education, 65(5), 989-1006.
  50. Nalipay, M. J. N., Wang, H., & King, R. B. (2024). The social contagion of job satisfaction from principals to teachers: Implications from TALIS. Social Psychology of Education, 27(4), 1535-1556.
  51. King, R. B., Wang, H., & McInerney, D. M. (2024). Students who want to contribute to society have optimal learning-related outcomes. The Journal of Experimental Education, 92(3), 466-484.
  52. Kee, T., Zhang, H., & King, R. B. (2024). An empirical study on immersive technology in synchronous hybrid learning in design education. International Journal of Technology and Design Education, 34(3), 1243-1273.
  53. King, R. B., & Fryer, L. K. (2024). Hybridizing motivational strains: How integrative models are crucial for advancing motivation science. Educational Psychology Review, 36(2), 38.
  54. ^Wang, F., *King, R. B., & Zeng, L. M. (2024). Cooperative school climates are positively linked with socio‐emotional skills: A Cross‐National Study. British Journal of Educational Psychology, 94(2), 622-641.
  55. King, R. B., Wang, F., Leung, S. O., & Elliot, A. (2024). Socio‐economic status, mastery‐approach goals and learning‐related outcomes: Mediation and moderation. British Journal of Educational Psychology, 94(2), 499-517.
  56. Chen, J., King, R. B., Li, Y., & Xu, W. (2024). The role of the research environment and motivation in PhD students’ well-being: A perspective from self-determination theory. Higher Education Research & Development, 43(4), 809-826.
  57. King, R. B., Wang, Y., Fu, L., & Leung, S. O. (2024). Identifying the top predictors of student well-being across cultures using machine learning and conventional statistics. Scientific Reports, 14(1), 8376.
  58. Chai, C. S., Yu, D., King, R. B., & Zhou, Y. (2024). Development and validation of the artificial intelligence learning intention scale (AILIS) for university students. Sage Open, 14(2), 21582440241242188.
  59. Li, J., Wang, C., & King, R. B. (2024). Which comes first? Modeling longitudinal associations among self-efficacy, motivation, and academic achievement. System, 121, 103268.
  60. Nalipay, M. J. N., Huang, B., Jong, M. S., Chai, C. S., & King, R. B. (2024). Promoting STEM learning perseverance through recognizing communal goals: Understanding the impact of empathy and citizenship. International Journal of STEM Education, 11(1), 17.
  61. Wang, F., King, R. B., Fu, L., Chai, C. S., & Leung, S. O. (2024). Overcoming adversity: Exploring the key predictors of academic resilience in science. International Journal of Science Education, 46(4), 313-337.
  62. Kee, T., Kuys, B., & King, R. B. (2024). Generative artificial intelligence to enhance architecture education to develop digital literacy and holistic competency. Journal of Artificial Intelligence in Architecture, 3(1), 24-41.
  63. Wang, Y., King, R. B., Fu, L. K., & Leung, S. O. (2024). Understanding students’ subjective and eudaimonic well-being: Combining both machine learning and classical statistics. Applied Research in Quality of Life, 19(1), 67-102.
  64. King, R. B., Cai, Y., & Elliot, A. J. (2024). Income inequality is associated with heightened test anxiety and lower academic achievement: A cross-national study in 51 countries. Learning and Instruction, 89, 101825.
  65. Du, H., Huang, Y., Ma, L., Chen, X., Chi, P., & King, R. B. (2024). Subjective economic inequality is associated with lower well‐being through more upward comparison and lower trust. Applied Psychology: Health and Well‐Being, 16(1), 25-41.
  66. Nalipay, M. J. N., Chai, C. S., Jong, M. S. Y., King, R. B., & Mordeno, I. G. (2024). Positive mental health literacy for teachers: adaptation and construct validation. Current Psychology, 43(6), 4888-4898.
  67. Du, H., Götz, F. M., King, R. B., & Rentfrow, P. J. (2024). The psychological imprint of inequality: Economic inequality shapes achievement and power values in human life. Journal of Personality, 92(1), 222-242.
  68. Lin, L., King, R. B., Fu, L., & Leung, S. O. (2024). Information and communication technology engagement and digital reading: How meta‐cognitive strategies impact their relationship. British Journal of Educational Technology, 55(1), 277-296.
  69. 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.
  70. Li, J., *King, R. B., & Wang, C. (2023). Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences. Language Teaching Research, 13621688231213030.
  71. Harrison, M. G., *King, R. B., & Hocson, S. M. G. (2023). The roles of school counsellors in the Philippines: Challenges and opportunities. Journal of Psychologists and Counsellors in Schools, 33(2), 161-174.
  72. ^Haw, J. Y., Nalipay, M. J. N., & King, R. B. (2023). Perceived relatedness-support matters most for teacher well-being: A self-determination theory perspective. Teachers and Teaching, 1-17.
  73. ^Wang, F., *King, R. B., Chai, C. S., & Zhou, Y. (2023). University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs. International Journal of Educational Technology in Higher Education, 20(1), 51.
  74. ^Wang, F., *King, R. B., Fu, L., Chai, C. S., & Leung, S. O. (2023). Overcoming adversity: Exploring the key predictors of academic resilience in science. International Journal of Science Education, 1-25.
  75. ^Wang, Y., *King, R. B., Fu, L., & Leung, S. O. (2023). Understanding students’ subjective and eudaimonic well-being: Combining both machine learning and classical statistics. Applied Research in Quality of Life.
  76. Du, H., Huang, Y., Ma, L., Chen, X., Chi, P., & King, R. B. (2023). Subjective economic inequality is associated with lower well‐being through more upward comparison and lower trust. Applied Psychology: Health and Well‐Being.
  77. Chen, L., Wu, K., Du, H., King, R. B., Chen, A., Li, T., & Chi, P. (2023). Less equal, less satisfied? Gender inequality hampers adults’ subjective well-being via gender-role attitudes. Sex Roles, 1-13.
  78. ^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.
  79. ^Nalipay, J. M. J., 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.
  80. ^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.
  81. ^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.
  82. 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
  83. 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.
  84. ^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.
  85. ^Wang, Y., King, R. B., Haw, J., & Leung, S. O. (2023). What explains Macau students’ achievement? An integrative perspective using machine learning. Journal for the Study of Education and Development.
  86. ^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.
  87. ^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.
  88. 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.
  89. 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.
  90. King, R. B., Chiu, M. M., & Du, H. (2022). Greater inequality, lower school belonging: Multi-level and cross-temporal analyses of 65 countries across 10 years. Journal of Educational Psychology.
  91. ^Wang, Y., *King, R. B., & Leung, S. O. (2022). Understanding Chinese students’ well-being: A machine learning study. Child Indicators Research.
  92. ^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.
  93. ^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.
  94. ^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.
  95. 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.
  96. 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.
  97. 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.
  98. 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.
  99. ^Lam, W. C., King, R. B., Yeung, S. S. Y., & Zhoc, K. C. H. (2022). Mindsets in early childhood: The relations among growth mindset, engagement, and well-being among first grade students. Early Education and Development.
  100. King, R. B. (2022). Sociocultural and ecological perspectives on achievement motivation. Asian Journal of Social Psychology, 25, 433-448.
  101. 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.
  102. ^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.
  103. Xie, M., Luo, Y., & King, R. B. (accepted). Social motivation and deep approaches to learning: A nationwide study among Chinese college students. Higher Education.
  104. ^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.
  105. 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.
  106. Li, J., King, R. B., & Wang, C. (accepted). Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic factors. System.
  107. 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 and STEM career interests through a crossover program of STEM and community service education. Frontiers in Psychology.
  108. 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.
  109. Ganotice, F. A. Chan, S. S., Chow, A. Y. M….King, R. B.…..Tipoe, G. L. (2022), What factors facilitate interprofessional collaboration outcomes in interprofessional education? A multi-level perspective. Nurse Education Today.
  110. 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.
  111. Cai, Y., *King, R. B., & McInerney, D. M. (2022). The concurrent trajectories of utility value, metacognitive strategy use, and achievement. Journal of Experimental Education.
  112. Mendoza, N., 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.
  113. Xie, Q., Zhang, L. F., & King, R. B. (accepted). Why do students change their learning approaches? A mixed-methods study. Educational Psychology.
  114. Du, H., & King, R. B. (2022). The psychology of economic inequality and social class. Asian Journal of Social Psychology.
  115. 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
  116. 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.
  117. 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.
  118. 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.
  119. Du, H., Gotz, 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. Published Online First 22 July 2022
  120. 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
  121. Wang, H., Hall, N. C., & King, R. B. (2021). A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement. Educational Psychology. Accepted Online First 28 Sept 2021. https://doi.org/10.1080/01443410.2021.1988060
  122. 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.
  123. 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.
  124. King, R. B., & ^Mendoza, N. B. (2021). The social contagion of social goals and its influence on engagement in school. Learning and Individual Differences, 88, 102004.
  125. 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.]
  126. King, R. B., Hui, W., & 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. Published Online First 6 Oct 2021. https://doi.org/10.1007/s12144-021-02331-0
  127. ^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.
  128. ^Wang, Yi., *King, R. B. , ^Wang, F., & Leung, S. O. (2021). Need-supportive teaching is positively associated with students’ well-being: A cross-cultural study. Learning and Individual Differences, 92, 102051.
  129. ^Nalipay, J., King, R. B., Mordeno, I. G., & Wang, H. (accepted). Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being. Educational Psychology.
  130. ^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.
  131. Trinidad, J. E., & King, R. B. (accepted). Ability grouping predicts inequality, not achievement gains in Philippine schools: Findings from PISA 2018. Educational Research for Policy and Practice.
  132. ^Nalipay, J., King, R. B., Yeung, S. S. S., Capio, C., Garabiles, M., & Bernardo, A. B. I. (accepted). Migrant domestic workers’ character strengths and the role of work-related factors: A strengths-based approach. International Journal of Psychology.
  133. Yan, Z., King, R. B., & ^Haw, J. (accepted). Formative assessment, growth mindset, and achievement: Examining their relations in the East and the West. Assessment in Education: Principles, Policy, and Practice.
  134. Lee, D. & King, R. B. (2021). Childhood home language effects on teacher risk-taking and student-centered professional practice in bilingual Chinese context. The Asia-Pacific Education Researcher. Published Online First 21 August 2021 https://doi.org/10.1007/s40299-021-00613-6
  135. 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. Published Online First 8 July 2021 https://doi.org/10.1007/s12144-021-02009-7
  136. 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. Published Online First 29 July 2021. https://doi.org/10.1080/02671522.2021.1961293
  137. 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.
  138. ^Nalipay, J. M. J., *King, R. B., Mordeno, I., Chai, C. S., & Jong, M. (in press). Teachers with a growth mindset are motivated and engaged: The relationships among mindsets motivation, and engagement in teaching. Social Psychology of Education.
  139. ^Zhoc, K. C. H., King, R. B., Chung, T. S. H., Chen, J., & Yang, M. (in press). Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study. Current Psychology.
  140. Du, H., & King, R. B. (2021). What predicts perceived economic inequality? The roles of actual inequality, system justification, and fairness considerations. British Journal of Social Psychology. Published Online First 31 May 2021 https://doi.org/10.1111/bjso.12468
  141. Xu, M., Cunha-Harvey, A. R., King, R. B., de Koning, B., Paas, F., Baars, M., Zhang, J., & de Groot, R. (2021). A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement. Compare: A Journal of Comparative and International Education. Published Online First 17 May 2021 https://doi.org/10.1080/03057925.2021.1922270
  142. Du H., Liang, L., 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. Published Online First 10 May 2021 https://doi.org/10.1002/ijop.12771
  143. Bernardo, A. B. I., ^Cai, Y., & King, R. B. (2021). Society-level social axiom moderates the association between growth mindset and achievement across cultures. British Journal of Educational Psychology. Published Online First 12 February 2021. https://doi.org/10.1111/bjep.12411
  144. 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.
  145. 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. Published Online First 19 February 2021. https://doi.org/10.3389/fpsyg.2021.581193
  146. ^Nalipay, J. M. J., ^Cai, Y., & 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.
  147. 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.
  148. ^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. Published Online First 20 August 2020. https://doi.org/10.1007/s12144-020-01008-4
  149. ^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. Published Online First 6 January 2021. https://doi.org/10.1007/s10212-020-00521-1
  150. ^Mendoza, N., & King, R. B. (2020). The social contagion of student engagement in school. School Psychology International, 41, 454-474.
  151. 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.
  152. 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.
  153. Du, H., Chen, A., Chi, P., & King, R. B. (2020). Income inequality reduces civic honesty. Social Psychological and Personality Science, 12, 537-543.
  154. King, R. B., & ^Mendoza, N. (2020). Achievement goal contagion: Mastery and performance goals spread among classmates. Social Psychology of Education, 23, 795-814.
  155. King, R. B., ^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.
  156. 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.
  157. 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.
  158. ^Nalipay, J., Cai, Y., & King, R. B. (2020). Why do girls do better than boys at reading? How parental emotional contagion explains gender differences in reading. Psychology in the Schools, 57, 310-319.
  159. ^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.
  160. 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.
  161. ^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.
  162. 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.
  163. 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.
  164. 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.
  165. 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.
  166. 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.
  167. 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.
  168. 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.
  169. ^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.
  170. ^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.
  171. ^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.
  172. 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.
  173. King, R. B., McInerney, D. M., & ^Jain, R. (2018). Envisioning a culturally imaginative educational psychology. Educational Psychology Review, 30, 1031-1065.
  174. 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.
  175. King, R. B. (2018). Materialism is detrimental to academic engagement: Evidence from self-report surveys and linguistic analysis. Current Psychology, 39, 1397-1404.
  176. 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.
  177. ^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.
  178. 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.
  179. 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.
  180. 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.
  181. 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.
  182. 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.
  183. 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.
  184. 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.
  185. 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.
  186. 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.
  187. 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.
  188. 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.
  189. 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.
  190. King, R. B. (2017). Social goals and well-being. Journal of Experimental Education, 85, 107-125.
  191. 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.
  192. 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.
  193. 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.
  194. 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.
  195. 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.
  196. 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.
  197. 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.
  198. King, R. B., & McInerney, D. M. (2016). Culturalizing motivation research in educational psychology. British Journal of Educational Psychology, 86, 1-7.
  199. King, R. B. (2016). Does your approach to time matter for your learning? Educational Psychology, 36, 1264-1284.
  200. 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.
  201. 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.
  202. 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.
  203. King, R. B. (2016). Is a performance-avoidance achievement goal always maladaptive? Not necessarily for collectivists. Personality and Individual Differences, 99, 190-195.
  204. 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.
  205. 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.
  206. 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.
  207. 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.
  208. 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.
  209. 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.
  210. King, R. B. (2015). Examining the dimensional structure and nomological network of achievement goals in the Philippines. Journal of Adolescence, 44, 214-218.
  211. 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.
  212. King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38.
  213. 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.
  214. 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
  215. 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.
  216. King, R. B., & Gaerlan, M. J. (2015). The role of time perspectives in the use of volitional strategies. Psychological Studies, 60, 1-6.
  217. 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.
  218. 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.
  219. 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.
  220. 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.
  221. 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.
  222. 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.
  223. King, R. B. (2014). The dark cycle of work avoidance goals and disengagement: A cross-lagged analysis. Psychological Studies, 59, 268-277.
  224. 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.
  225. 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.
  226. King, R. B., & McInerney, D. M. (2014). The work avoidance goal construct: Examining its structure, antecedents, and consequences. Contemporary Educational Psychology, 39, 42-58.
    • [Top 10 most highly-cited paper in Contemporary Educational Psychology in 2016 published under the 2014-2015 Impact Factor window]
  227. 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.
  228. 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.
  229. Ganotice, F. A., & King, R. B. (2014). Social influences on students’ academic engagement and achievement. Psychological Studies, 59, 30-35.
  230. 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.
  231. 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.
  232. 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.
  233. 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.
  234. 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.
  235. 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.
  236. 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.
  237. 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.
  238. 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.
  239. 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.
  240. 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.
  241. 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.
  242. 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.
  243. 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.
  244. King, R. B., McInerney, D. M., & Watkins, D. A. (2012). Studying for the sake of others: The role of social goals in academic engagement. Educational Psychology, 32, 749-776.
  245. 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.
  246. 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.
  247. 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.
  248. 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.
  249. King, R. B., & Watkins, D. A. (2012). “Socializing” achievement goal theory: The case for social goals. Psychological Studies, 57, 112-116.
  250. 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.
  251. 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.
  252. 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.
  253. 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.
  254. 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.

Guest Edited Journal Special Issues
  1. Du, H., & King, R. B. (2022). The psychology of economic inequality and social class. Asian Journal of Social Psychology. Volume 25, Issue 1. https://onlinelibrary.wiley.com/toc/1467839x/2022/25/1
  2. King, R. B., & Chen, J. J. (2019). Emotions in education: Asian perspectives. The Asia-Pacific Education Researcher. Volume 28, Issue 4. https://link.springer.com/article/10.1007/s40299-019-00469-x
  3. Datu, J. A. D., Bernardo, A. B. I., & King, R. B. (2018). Positive psychology in the Philippines. Philippine Journal of Psychology. Volume 51, Issue 1.
  4. King, R. B., & McInerney, D.M. (2016) Does culture really matter for student motivation? British Journal of Educational Psychology. Volume 86, Issue 1. https://bpspsychub.onlinelibrary.wiley.com/toc/20448279/2016/86/1
  5. King, R. B., Caleon, I. S., Tan, J. P.-L., & Ye, Y.-S. (2016). Positive education in Asia. The Asia Pacific Education Researcher. Volume 25, Issue 3. https://link.springer.com/journal/40299/volumes-and-issues/25-3

Edited Books
  1. Chen, J. J., & King, R. B. (Eds.) (2021). Emotions in learning, teaching, and leadership: Asian perspectives. Singapore: Routledge.
  2. King, R. B., & Bernardo, A. B. I. (Eds.) (2016). The psychology of Asian learners: A festschrift in honor of David Watkins. Singapore: Springer.
Service
  • Research Grants Council (RGC) Assessment Panel Member for the Humanities and Social Sciences, [Hong Kong’s University Grants Committee]
  • Editorial Roles
    • Associate Editor: British Journal of Educational Psychology
    • Associate Editor: The Asia-Pacific Education Researcher
    • Editorial board member: Contemporary Educational Psychology, Learning and Individual Differences, Social Psychology of Education, Educational Psychology, The Educational and Developmental Psychologist, and Asian Journal of Social Psychology
  • Doctoral Dissertation Examiner: The University of Melbourne; The University of Auckland; and Nanyang Technological University
  • Grants Reviewer for Singapore’s Ministry of Education, The University of Macau; and The National Institute of Education, Nanyang Technological University
Externally-Funded Projects
Current Projects
Title Role Date Amount Funding body
The scientist-entrepreneur: Nurturing gifted students’ STEAM, entrepreneurship, and socio-emotional skillsPrincipal Investigator2024-2025HK$863,000Gifted Education Fund – Education Bureau HK
The student learning experience: A deep dive into institutional data Principal Investigator (2022)
Co-Investigator (2023 onwards)		 2022-2024 HK$1,967,384 Teaching Development and Language Enhancement Grant (TDLEG) – UGC Hong Kong
Analysis of the SEA-PLM (Southeast Asia Primary Learning Metrics) socio-emotional skills database Project Lead 2024-2025 --- UNICEF
Development of socio-emotional skills assessment for SEA-PLM 2024 Project Lead 2023-2024 --- UNICEF

Completed projects
Title Role Date Amount Funding body
Systematic integration of socio-emotional learning into interventions for children-in-conflict-with-the-law and children-at-risk Project Lead 2020-2023 --- UNICEF
The psychological well-being of PhD students in Hong Kong: A territory-wide study and an international comparison Principal Investigator (2019)
Co-Investigator (2020)		 2019-2020 HK$693,000 General Research Fund (GRF) – UGC Hong Kong
Well-being of Filipino domestic workers in Hong Kong: A public policy priority for the future Principal Investigator (2019)
Co-Investigator (2020)		 2019-2020 HK$711,620 Public
Kids with character: A positive education program to promote children’s character strengths and well-being. Principal Investigator 2019-2020 HK$198,000 Quality Education Fund – Hong Kong Education Bureau
Happy start school project: A social and emotional learning programme to facilitate children’s transition to primary school. Principal Investigator 2018-2020 HK$959,000 Quality Education Fund – Hong Kong Education Bureau
Promoting gratitude and hope through digital storytelling Principal Investigator 2018-2019 HK$30,000 United Board Foundation
Nurturing heart, mind, and will: A positive psychology intervention for Filipino high school students Principal Investigator 2018-2020 HK$80,000 Unilab Foundation
Nurturing positivity: A positive psychology intervention to enhance student motivation, engagement, and achievement Principal investigator 2013-2014 HK$580,000 Singapore Ministry of Education