Prof. YIN Hong-biao

BEd (HNU), MPhil (SWU), PhD (CUHK)

Chairperson & Professor, Department of Curriculum and Instruction
Associate Director, Hong Kong Institute of Educational Research

Introduction
Formerly served as Research Associate in Centre for University and School Partnership, and Postdoctoral Fellow, Instructor I, Assistant and Associate Professor in Department of Curriculum and Instruction, CUHK. Courses taught include Curriculum Inquiry: Paradigms, Teaching: Theory, Design, Research & Application, Curriculum: Perspectives & Design, Curriculum Change and Implementation, Curriculum Development & Assessment in Early Childhood Education, Principles of Curriculum Design, Curriculum Evaluation and Assessment. He is currently Executive Editor of Teaching and Teacher Education and Co-Editor in Chief of Future in Educational Research.
Research Areas
Research interests include Curriculum Reform, Teacher Emotion, Teacher Change, Learning Environments, Student Motivation, and Learning & Teaching in Higher Education.
Selected Publications
Journal Articles
  1. Yin, H. (2023). A mixed blessing: Student engagement in emergency online learning during COVID-19 in China. Assessment & Evaluation in Higher Education, 48(3), 362-376.
  2. Yin, H., Tam, W. W. Y., & Lau, E. (2023). Happy teachers are efficacious and committed, but not vice versa: Unraveling the longitudinal relationships between Hong Kong kindergarten teachers’ psychological well-being, self-efficacy, and commitment. Teaching and Teacher Education, 123, 103997.
  3. Yin, H., Tam, W. W. Y., Park, M., & Keung, C. P. C. (2023). Emotional labour matters for kindergarten teachers: An examination of the antecedents and consequences. The Asia-Pacific Education Researcher, 32(2), 239-249.
  4. Yin, H. (2022). Empowering student learning in higher education: Pathways to possibility. ECNU Review of Education, 5(1), 3-8.
  5. Yin, H., Lu, G., & Meng, X. (2022). Online course experiences matter: Adapting and applying the CEQ to the online teaching context during COVID-19 in China. Assessment & Evaluation in Higher Education, 47(8), 1374-1387.
  6. Yin, H., & Shi, L. (2022). Which type of interpersonal interaction better facilitates college student learning and development in China: Face-to-face or online? ECNU Review of Education, 5(1), 9-36.
  7. Yin, H., Tam, W. W. Y., & Lau, E. (2022). Examining the relationships between teachers’ affective states, self-efficacy and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology. Studies in Educational Evaluation, 74, 101188.
  8. Yin, H., Keung, C. P. C., & Tam, W. W. Y. (2022). What facilitates kindergarten teachers’ intentions to implement play-based learning? Early Childhood Education Journal, 54(4), 555-566.
  9. 尹弘飈(2022)。強效學習:學業負擔治理的教學路徑。現代教育管理,(7),7-9。
  10. 尹弘飈、沈光银(2022)。道德教育的社會建構及其對學校道德教育的啟示。南京師大學報(社會科學版),(3),25-34。
  11. 尹弘飈、林煒(2022)。教師角色定位與課堂教學重構:教師互動行為研究的啟示。當代教育與文化,14(1),1-6。(全文轉載於《人大複印資料·中小學教育》,2022年第4期。)
  12. Yin, H., & Huang, S. (2021). Applying structural equation modelling to research on teaching and teacher education: Looking back and forward. Teaching and Teacher Education, 107, 103438.
  13. 尹弘飈(2021)。大學生學習投入:本科教學高質量發展的關鍵。大學教育科學,(6),16-19。
  14. 尹弘飈、楊柳、林聞凱(2021)。大學生對網絡教學的認同感及其影響因素分析。西北師大學報(社會科學版),58(5),84-95。
  15. Yin, H., & Chai, C. S. (2020). Editorial: Catering for learner diversity: Issues and trends. ECNU Review of Education, 3(4), 607-609.
  16. Yin, H., Lee, J. C. K., & Zhang, Z. (2020). Catering for learner diversity in Hong Kong secondary schools: Insights from the relationships between students’ learning styles and approaches. ECNU Review of Education, 3(4), 610-631.
  17. 尹弘飈(2020)。行為觀、心理觀與社會文化觀:大學生學習投入研究的視域轉移——兼論中國高校教學質量改進。華東師範大學學報(教育科學版),38(11),1-20。
  18. 尹弘飈、史練、楊柳(2020)。中國大學生學習與發展研究(2015-2019):主題、方法與評論。華東師範大學學報(教育科學版),38(9),179-199。
  19. Yin, H., Shi, L., Tam, W. W. Y., & Lu, G. (2020). Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs. Studies in Educational Evaluation, 66, 100905.
  20. Yin, H., Han, J., & Perron, B. E. (2020). Why are Chinese university teachers (not) confident about their competence to teach? Exploring the relationships between faculty-perceived stress and self-efficacy. International Journal of Educational Research, 100, 101529.
  21. Yin, H., Xie, C., Hu, H., & Wang, M. (2020). Demystifying and sustaining the resilience of teacher educators in China: The perspectives of Teaching Research Officers. Asia Pacific Education Review, 21(2), 311-323.
  22. Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283.
  23. Yin, H., To, K. H., Keung, C. P. C., & Tam, W. W. Y. (2019). Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens. Teaching and Teacher Education, 82, 153-163.
  24. Yin, H. (2018). Are we racing to the data-ism in education? Educational Philosophy and Theory, 50(14), 1370-1371.
  25. Yin, H. (2018). What motivates Chinese undergraduates to engage in learning? Insights from a psychological approach to student engagement research. Higher Education, 76(5), 827-847.
  26. Yin, H., & Zheng, X. (2018). Facilitating professional learning communities in China: Do leadership practice and faculty trust matter? Teaching and Teacher Education, 76, 140-150.
  27. Yin, H., Huang, S., & Lv, L. (2018). A multilevel analysis of job characteristics, emotion regulation and teacher well-being: A job demands-resources model. Frontiers in Psychology, 9, 2395.
  28. Yin, H., González, C., & Huang, S. (2018). Undergraduate students’ approaches to studying and perceptions of learning context: A comparison between China and Chile. Higher Education Research & Development, 37(7), 1530-1544.
  29. Yin, H., Wang, W. Y., Huang, S., & Li, H. (2018). Psychological capital, emotional labor and exhaustion: Examining mediating and moderating models. Current Psychology, 37(1), 343-356.
  30. Yin, H., & Ke, Z. (2017). Students’ course experience and engagement: An attempt to bridge two lines of research on the quality of undergraduate education. Assessment & Evaluation in Higher Education42(7), 1145-1158.
  31. Yin, H., Huang, S., & Lee, J. C. K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools. Teaching and Teacher Education, 66, 127-136.
  32. Yin, H., Han, J., & Lu, G. (2017). Chinese tertiary teachers’ goal orientations for teaching and teaching approaches: The mediation of teacher engagement. Teaching in Higher Education22(7), 766-784.
  33. 尹弘飈(2017)。課程改革一定要“核心素養”嗎?——兼評全球化時代的香港課程改革。全球教育展望,46(10),73-80。(全文轉載於《人大複印資料·中小學教育》,2018年第4期。)
  34. 尹弘飈(2017)。〈教育實證研究的一般路徑:以教師情緒勞動研究為例〉。《華東師範大學學報(教育科學版)》,35(3),47-56。
  35. Yin, H. (2016). Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching. Social Psychology of Education, 19(1), 1-22.
  36. Yin, H., & Wang, W. (2016). Undergraduate students’ motivation and engagement in China: An exploratory study. Assessment & Evaluation in Higher Education, 41(4), 601-621.
  37. Yin, H., Huang, S., & Wang, W. (2016). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. International Journal of Environmental Research and Public Health, 13(9), 907.
  38. Yin, H., Wang, W., & Han, J. (2016). Chinese undergraduates’ perceptions of teaching quality, approaches to studying and course satisfaction. Higher Education, 71(1), 39-57.
  39. Yin, H. (2015). The effect of teachers’ emotional labour on teaching satisfaction: Moderation of emotional intelligence. Teachers and Teaching21(7), 789-810.
  40. Yin, H., & Wang, W. (2015). Assessing and improving the quality of undergraduate teaching in China: The Course Experience Questionnaire. Assessment & Evaluation in Higher Education,40(8), 1032-1049.
  41. 尹弘飈、李瑾瑜(2015)。〈優化高校教學:來自大學生課程經歷的啟示再論課程變革的制度化——概念內涵與分析框架〉。《高等教育研究》,36(8),62-69。
  42. 尹弘飈(2014)。〈再論課程變革的制度化——概念內涵與分析框架〉。《高等教育研究》,35(4),66-71,93。
  43. Yin, H., Lu, G., & Wang, W. (2014). Unmasking the teaching quality of higher education: University students’ course experience and approaches to learning in China. Assessment & Evaluation in Higher Education39(8), 949-970.
  44. Yin, H., & Lu, G. (2014). Development and validation of an instrument for assessing mathematics classroom environment in tertiary institutions. The Asia-Pacific Education Researcher23(3), 455-469.
  45. Yin, H., Lee, J. C. K., & Wang, W. (2014). Dilemmas of leading national curriculum reform in a global era: A Chinese perspective. Educational Management Administration & Leadership42(2), 293-311.
  46. Yin, H. (2013). Societal culture and teachers’ responses to curriculum reform: Experiences from China. Asia Pacific Education Review14(3), 391-401.
  47. Yin, H. (2013). Implementing the national curriculum reform in China: A review of the decade. Frontiers of Education in China8(3), 331-359.
  48. Yin, H., Lee, J. C. K., Zhang, Z., & Jin, Y. (2013). Exploring the relationship among teachers’ emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education35, 137- 145.
  49. Yin, H., Lee, J. C. K., Jin, Y., & Zhang, Z. (2013). The effect of trust on teacher empowerment: The mediation of teacher efficacy. Educational Studies, 39(1), 13-28.
  50. Yin, H. (2012). Adaptation and validation of the teacher emotional labour strategy scale in China. Educational Psychology32(4), 451-465.
  51. Yin, H., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education28(1), 56-65.
  52. Yin, H., & Lee, J. C. K. (2011). Emotions matter: Teachers’ feelings about their interactions with teacher trainers during curriculum reform. Chinese Education and Society44(4), 82-97.
  53. Yin, H., Lee, J. C. K., & Jin, Y. (2011). Teacher receptivity to curriculum reform and the need for trust: An exploratory study from Southwest China. The Asia-Pacific Education Researcher20(1), 35-47.
  54. 尹弘飈(2011)。〈全球化時代的中國課程改革〉。《高等教育研究》,32(3),69-75。(全文轉載於《新華文摘》,2011年第17期。)
  55. Yin, H., Lee, J. C. K., & Zhang, Z. (2009). Examining Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classroom. Educational Psychology, 29(6), 685-700.

Books
  1. Yin, H., & Lee, J. C. K. (2012). Curriculum reform in China: Changes and challenges. New York: Nova Science Publishers, Inc.
  2. 尹弘飈、李子建(2008)。《課程變革:理論與實踐》。臺北:高等教育文化事業有限公司。

Book Chapters
  1. Yin, H., & Shi, L. (2022). Undergraduate research in China: Toward disciplinary balance. In H. A. Mieg, E. L. Ambos, A. Brew, D. M. Galli & J. Lehmann (Eds.), The Cambridge handbook of undergraduate research (pp. 535-542). Cambridge: Cambridge University Press.
  2. Huang, S., & Yin, H. (2021). Teachers’ self-monitoring, environmental appraisals and their professional functioning: Insights from an emotional perspective. In J. Chen & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (pp. 96-110). New York: Routledge.
  3. 尹弘飈(2018)。〈課程改革一定要‘核心素養’嗎?——兼評全球化時代的香港課程改革〉。載鐘啟泉、崔允漷主編,《核心素養研究》(頁194-200)。上海:華東師範大學出版社。
  4. Zhang, Z., & Yin, H. (2017). Effects of professional learning community and collective teacher efficacy on teacher involvement and support as well as student motivation and learning strategies. In R. Maclean (Ed.), Life in schools and classrooms: Past, present and future (pp. 433-452). Singapore: Springer.
  5. Yin, H. (2015). Dilemmas of teacher development in the context of curriculum reform. In Q. Gu (Ed.), The work and lives of teachers in China (pp. 85-104). London: Routledge.
  6. Yin, H., & Lee, J. C. K. (2012). China’s national curriculum reform in the global era. In H. Yin & J. C. K. Lee (Eds.), Curriculum reform in China: Changes and challenges (pp. 1-10). New York: Nova Science Publishers, Inc.
  7. Yin, H., Lee, J. C. K., & Law, H. F. E. (2012). Emotion as a lens to understand teacher development in curriculum reform. In H. Yin & J. C. K. Lee (Eds.), Curriculum reform in China: Changes and challenges (pp. 185-202). New York: Nova Science Publishers, Inc.
  8. Wang, W. L., Lee, J. C. K., & Yin, H. (2012). Transforming citizenship education in social studies curriculum of primary schools: A textbook analysis. In H. Yin & J. C. K. Lee (Eds.), Curriculum reform in China: Changes and challenges (pp. 123-135). New York: Nova Science Publishers, Inc.
  9. 尹弘飈、李志超(2012)。〈新課程改革中教師的情緒衝擊〉。載靳玉樂主編,《新課程下的教學方式轉變》(頁118-156)。重慶:西南師範大學出版社。
  10. Lee, J. C. K., & Yin, H. (2011). Teachers’ emotions in a mandated curriculum reform: A Chinese perspective. In C. Day & J. C. K. Lee (Eds.), New understandings of teacher’ work: Emotions and educational change (pp. 85-104). Dordrecht: Springer
  11. 尹弘飈(2010)。〈學校變革的人力成本〉。載時曉玲主編,《優秀校長的管理智慧》 (頁140-151)。北京:教育科學出版社。
  12. 尹弘飈(2009)。〈課程改革中教師的情緒經歷與自我重構〉。載盧乃桂、操太聖主編,《中國教師的專業發展與變遷》(頁138-165)。北京:教育科學出版社。

Conference Papers and Presentations
  1. Yin, H., Cheung, A., Tam, W. W. Y., & Lau, E. (2023, May). Facilitating play-based learning for whole-child development in Hong Kong Kindergartens. Paper presented at the 2023 Annual Meeting of American Educational Research Association (Virtual), USA.
  2. Yin, H., Tam, W. W. Y., & Lau, E. (2022, April). Facilitating teacher self-efficacy in Hong Kong Kindergartens: The significance of emotional paths. Paper presented at the 2022 Annual Meeting of American Educational Research Association (Virtual), USA.
  3. Yin, H. (2021, April). Online course experience matters: Examining Chinese undergraduates’ evaluation of the quality of online teaching. Paper presented at the 2021 Virtual Annual Meeting of American Educational Research Association, USA.
  4. Yin, H., Lian, S., & Lu, G. (2021, April). Which type of interpersonal interaction better facilitates college student learning in China: On-campus or online? Paper presented at the 2021 Virtual Annual Meeting of American Educational Research Association, USA.
  5. Yin, H., Xie, C., & Hu, H. (2019, April). Sustaining the resilience of teacher educators: The experiences of Teaching Research Officers in China. Paper presented at the 2019 Annual Meeting of American Educational Research Association, Toronto, Canada.
  6. Yin, H., To, K., Keung, C. P. C., & Tam, W. (2019, April). Promoting teacher learning in trustful kindergartens: The mediation of learning communities. Paper presented at the 2019 Annual Meeting of American Educational Research Association, Toronto, Canada.
  7. Yin, H., & Huang, S. (2018, July). The relationships between teachers’ emotional labor and teacher efficacy and well-being: A meta-analysis. Invited paper presented at the symposium “Teachers’ Emotions and Emotion Regulation Strategies”, the 19th European Conference on Personality, Zadar, Croatia.
  8. Yin, H., González, C., & Huang, S. (2018, April). Comparing Chinese and Chilean students’ approaches to studying and perceptions of learning context. Paper presented at the 2018 Annual Meeting of American Educational Research Association, New Yok City, NY., USA
  9. Yin, H. (2017, May). Listening to teachers’ voices: Exerting the influence of expert teachers. Paper presented at the 2017 School Principal Forum “Leading Teacher Professional Development: What can be learned from Shanghai?”, Education University of Hong Kong, Hong Kong.
  10. Yin. H., & Huang, S. (2017, April). Act wisely: Examining the relationships between emotional labor in teaching and teacher efficacy .  Paper presented at the 2017 Annual Meeting of American Educational Research Association, San Antonio, TX., USA.
  11. Yin, H. (2016, October). Getting knowledge from the investigation of things: The empirical study on teachers’ emotional labor. Paper presented at the 2nd National Symposium on Educational Empirical Educational Research, Shanghai, China.
  12. Yin, H. (2016, October). Who can lead teacher learning? * Paper presented at the 4th National Symposium on Foreign Language Teacher Education and Development, Jinan, China. (* Keynote)
  13. YIN, H., & LIN, W. (2016, July).  Effects of emotional scaffolds assisted cognitive advance organizers on elementary students' mathematics learning. Paper presented in the 13th International Congress on Mathematical Education, Hamburg, Germany.
  14. YIN. H. (2016, April). Exploring the relationships among Chinese tertiary teachers' goal orientation for teaching, engagement, and teaching approaches.  Paper presented in the 2016 Annual Meeting of American Educational Research Association, Washington, D.C., USA.
  15. Yin, H. (2015, November). Facilitating professional learning communities in China: The role of leadership practice and faculty trust.* Paper presented at the 13th Shanghai International Curriculum Forum, Shanghai, China. (* Keynote)
  16. Yin, H. (2015, July). Exploring undergraduate students’ motivation and engagement in China. Paper presented at the HERDSA 2015 Conference “Learning for life and work in a complex world”, Melbourne, Australia.
  17. YIN, H. (2015, May). Enhancing the teaching quality of higher education in China: Implications from student engagement and course experience.* Paper presented at the 3rd Annual Conference of Teaching Improvement and Teacher Development in Shandong, Jinan, China. (* Keynote)
  18. Yin, H. (2014, October). Beyond acting: Emotion regulation by Chinese teachers in the classroom. Paper presented at the 2nd Global Teacher Education Summit, Beijing, China.