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Dr Ronnel King
Dr Ronnel King

PhD

Associate Professor

CPD 1.80
(852) 3917 8182
rking@hku.hk

Bio-sketchArea of ExpertiseAwardsProjectsPublications

Dr. Ronnel B. King is an Associate Professor in the Centre for the Enhancement of Teaching and Learning and the Human Communication, Development, and Information Sciences Unit of the Faculty of Education, The University of Hong Kong. He obtained his Ph.D. from The University of Hong Kong and his doctoral dissertation was awarded the “Highly Commended Dissertation Award” by the Global SELF Research Network. He has also been recognized as a Rising Star by the Association for Psychological Science (APS, 2017) and been conferred the Michael Bond Award for Early Career Contributions to Social Psychology by the Asian Association for Social Psychology (AASP, 2019).

His research has been funded by external bodies such as UNICEF, General Research Fund (GRF), Public Policy Research (PPR) Grant, Quality Education Fund (QEF), United Board, and Singapore’s Ministry of Education among others.

He is interested in understanding the factors that underpin motivation and well-being and developing positive psychology/education interventions to enhance these optimal states. He has published more than 120 journal articles on these core topics which have appeared in the top-ranked journals in educational psychology, including Educational Psychology Review, Educational Psychologist, Contemporary Educational Psychology, Journal of School Psychology, and British Journal of Educational Psychology among others. He is in the top 2% of the most highly-cited education scholars in the world according to Stanford University’s database of highly-cited authors (Ionnadis et al., 2020).

My research focuses on understanding the factors that underpin motivation and well-being in the educational context and to design positive psychology/education interventions to enhance these optimal psychological states. The core questions that drive my research include:

  1. What motivates students to learn and achieve?
  2. What factors drive students’ and teachers’ well-being?
  3. What interventions can be designed to enhance learning, motivation, and well-being?
  4. How can we leverage big data and data science techniques to answer substantive questions about motivation, engagement, and well-being?
  1. Top 2% of researchers in the education subfield (out of ~58,000 researchers) and one of the top 200,000 scientists in the world across all 22 fields and 176 subfields of science (out of ~6.5 million scientists with at least 5 publications in Scopus) (2020)—derived from lifetime and 2019 citations from Scopus; Stanford University author’s database of highly cited authors. Ioannidis, J.P.A, Boyack, K.W., & Baas, J (2020) Updated science-wide author databases of standardized citation indicators. PLoS Biology 18(10): e3000918. (see Table S6 and S7) (See the following link: https://doi.org/10.1371/journal.pbio.3000918)
  2. One of the most highly-cited education scholars in Greater China – Ranked 34th most highly cited education scholar in terms of lifetime citations in Greater China (out of 1222 education researchers in the world); Ranked 19th in terms of 2019 citations in Greater China (out of 1224 education researchers)
  3. Michael Harris Bond Award for Early Career Contribution to Social Psychology (2019)—awarded by the Asian Association for Social Psychology to recognize a young scholar who “has made significant contributions to Asian social psychology, broadly defined as psychological research on social processes in the Asian context”; selection panel was chaired by Prof. James Liu (Massey University) (See the following link: https://asiansocialpsych.org/michael%20harris%20bond%20award)
  4. Association for Psychological Science (APS) Rising Star Award (2017)-awarded by the Association for Psychological Science which “recognizes outstanding psychological scientists in the earliest stages of their research career…whose innovative work has already advanced the field and signals great potential for their continued contributions” (source: https://www.psychologicalscience.org/rising-stars/stars.cfm#K)
  5. Global SELF Research Network PhD Highly Commended Dissertation Award (2013)—awarded by the Global SELF Research Network for outstanding doctoral work; selection panel was chaired by Prof. Herbert Marsh (Top 1% Highly-Cited Researcher in the Social Sciences and one of the most productive educational psychologists in the world) (See the following link: https://www.nie.edu.sg/about-us/news-events/news/news-detail/dr-ronnel-king-won-global-self-research-network-highly-commended-phd-award)
  6. International Test Commission (ITC) Young Scholar Award (2012)—awarded by the International Test Commission (ITC) at the ITC Conference in Amsterdam, Netherlands for outstanding work by young scholars in the areas of testing and assessment
  7. The Park Jung-heun Young Scholar Award (2009)—awarded by the Asian Association of Social Psychology (AASP) at the 8th Biennial Conference in New Delhi, India to recognize outstanding young scholars in the field of Asian social psychology (2009)
Project Title PI / Co-I Funding Source(s) and Amount(HK$) Start Date (DD/MM/YYYY) Estimated Completion Date (DD/MM/YYYY)
Systematic integration of socio-emotional learning into interventions for children-at-risk PI UNICEF Philippines
780,000HKD
31-01-2021 *Ongoing
The psychological well-being of PhD students in Hong Kong: A territory-wide study and an international comparison *PI from Jan to Jun 2020; Co-I from 2020-Aug 2021 GRF
693,000
31-01-2020 30-08-2021
Well-being of Filipino domestic workers in Hong Kong: A public policy priority for the future *PI from Jul 2019-Jun 2020; Co-I from Jul 2020-2021 PPR
711,620
23-07-2019 31-01-2021
Facilitating transition from kindergarten to primary school: Adapting Yale’s RULER approach to strengthen children’s social and emotional skills for better learning and psychological well-being PI QEF
959,000
1-10-2018 30-6-2020

Articles

  • Xie, Q, & Zhang, LF, & King, RB (2022). Why do students change their learning approaches? A mixed-methods study. Educational Psychology, 2022, p. 1-20.DOI:10.1080/01443410.2022.2049708
  • Ganotice, FJA, & Chan, SCS, & Chow, AYM, & Fan, KHK, & Khoo, US, & King, RB, & Lam, MPS, & Wang, N, & Yeung, SS, & Tipoe, GL (2022). What factors facilitate interprofessional collaboration outcomes in in interprofessional education? A multi-level perspective. Nurse Education Today, 2022.
  • Korpershoek, H, & King, RB, & McInerney, DM, & Nazzer, RN, & Ganotice, FA, & Watkins, DA (2021). Gender and cultural differences in school motivation. Research Papers in Education, 2021, v. 36 n. 1, p. 27-51.DOI:10.1080/02671522.2019.1633557
  • Caleon, Imelda S., & King, Ronnel B. (2021). Examining the phenomenon of resilience in schools: Development, validation, and application of the school resilience scale. European Journal of Psychological Assessment, 2021, v. 37, n. 1, p. 52-64.DOI:10.1027/1015-5759/a000572
  • Du, Hongfei, & Chen, Anli, & Chi, Peilian, & King, Ronnel B. (2021). Income Inequality Reduces Civic Honesty. Social Psychological and Personality Science, 2021, v. 12, n. 4, p. 537-543.DOI:10.1177/1948550620929495
  • King, Ronnel B., & Cai, Yuyang, & Du, Hongfei (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, 2021, v. 91, n. 1, p. 328-346.DOI:10.1111/bjep.12354
  • King, Ronnel B., & Caleon, Imelda S. (2021). School Psychological Capital: Instrument Development, Validation, and Prediction. Child Indicators Research, 2021, v. 14, n. 1, p. 341-367.DOI:10.1007/s12187-020-09757-1
  • Mendoza, Norman B., & King, Ronnel B. (2021). The social contagion of work avoidance goals in school and its influence on student (dis)engagement. European Journal of Psychology of Education, 2021.DOI:10.1007/s10212-020-00521-1
  • Nalipay, Ma Jenina N., & Cai, Yuyang, & King, Ronnel 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, 2021, v. 42, n. 3, p. 221-237.DOI:10.1177/0143034320985200
  • Bernardo, Allan B.I., & Cai, Yuyang, & King, Ronnel B. (2021). Society-level social axiom moderates the association between growth mindset and achievement across cultures. British Journal of Educational Psychology, 2021.DOI:10.1111/bjep.12411
  • Du, Hongfei, & Zhou, Nan, & Cao, Hongjian, & Zhang, Jintao, & Chen, Anli, & King, Ronnel B. (2021). Economic Inequality is Associated with Lower Internet Use: A Nationally Representative Study. Social Indicators Research, 2021, v. 155, n. 3, p. 789-803.DOI:10.1007/s11205-021-02632-8
  • Chai, Ching Sing, & Lin, Pei Yi, & King, Ronnel B., & Jong, Morris Siu Yung (2021). Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West. Frontiers in Psychology, 2021, v. 12, article no. 581193.DOI:10.3389/fpsyg.2021.581193
  • King, Ronnel B., & Trinidad, Jose Eos (2021). Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status. Social Psychology of Education, 2021, v. 24, n. 3, p. 635-652.DOI:10.1007/s11218-021-09616-z
  • King, Ronnel B., & Mendoza, Norman B. (2021). The social contagion of students’ social goals and its influence on engagement in school. Learning and Individual Differences, 2021, v. 88, article no. 102004.DOI:10.1016/j.lindif.2021.102004
  • Du, Hongfei, & Liang, Yue, & Chi, Peilian, & King, Ronnel B. (2021). Chinese perceive upward social mobility: How future mobility is influenced, but not limited by past mobility. International Journal of Psychology, 2021.DOI:10.1002/ijop.12771
  • Xu, Kate M., & Cunha-Harvey, Anna Rita, & King, Ronnel B., & de Koning, Bjorn B., & Paas, Fred, & Baars, Martine, & Zhang, Jingjing, & de Groot, Renate (2021). A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement. Compare, 2021.DOI:10.1080/03057925.2021.1922270
  • Du, Hongfei, & King, Ronnel B. (2021). What predicts perceived economic inequality? The roles of actual inequality, system justification, and fairness considerations. British Journal of Social Psychology, 2021.DOI:10.1111/bjso.12468
  • King, Ronnel B., & Frondozo, Cherry Eron (2021). Variety is the spice of life: How emotional diversity is associated with better student engagement and achievement. British Journal of Educational Psychology, 2021.DOI:10.1111/bjep.12436
  • Zhao, Shan, & Chen, Lihua, & King, Ronnel B., & Nie, Yangang, & Du, Hongfei, & Chi, Peilian (2021). When adolescents believe that SES can be changed, they achieve more: The role of growth mindset of SES. Personality and Individual Differences, 2021, v. 183, article no. 111104.DOI:10.1016/j.paid.2021.111104
  • Wang, H, & King, RB, & McInerney, DM (2021). Conflicting or compatible? Evaluating teachers’ self-transcendence versus self-enhancement values from a multilevel perspective. Current Psychology, 2021.DOI:10.1007/s12144-021-02009-7
  • Wang, Hui, & King, Ronnel B., & McInerney, Dennis M. (2021). Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education, 2021.DOI:10.1080/02671522.2021.1961293
  • Lee, Daphnee Hui Lin, & King, Ronnel Bornasal (2021). Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context. Asia-Pacific Education Researcher, 2021.DOI:10.1007/s40299-021-00613-6
  • Wang, Y, & King, RB, & Wang, F, & Leung, SO (2021). Need-supportive teaching is positively associated with students’ well-being: A cross-cultural study. Learning and Individual Differences, 2021, v. 92, p. 102051.
  • King, RB, & Wang, H, & McInerney, D (2021). Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals. Current Psychology, 2021.DOI:10.1007/s12144-021-02331-0
  • Zhoc, KCH, & King, RB, & Chung, TSH, & Chen, JJ, & Yang, M (2021). Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study. Current Psychology, 2021.DOI:10.1007/s12144-021-02294-2
  • Nalipay, J, & King, RB, & Haw, JY, & Mordeno, IG, & Dela Rosa, ED (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, 2021, v. 92, p. article no. 102050.DOI:10.1016/j.lindif.2021.102050
  • King, RB (2021). Sociocultural and ecological perspectives on achievement motivation. Asian Journal of Social Psychology, 2021.DOI:10.1111/ajsp.12507
  • Wang, H, & King, RB, & McInerney, DM (2021). Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education, 2021, p. 1-22.DOI:10.1080/02671522.2021.1961293
  • King, RB, & Frondozo, CE (2021). Variety is the spice of life: How emotional diversity is associated with better student engagement and achievement. British Journal of Educational Psychology, 2021.DOI:10.1111/bjep.12436
  • Haw, J, & King, RB, & Trinidad, JER (2021). Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018. International Journal of Educational Research, 2021, v. 110, p. article no. 101864.DOI:10.1016/j.ijer.2021.101864
  • King, Ronnel B. (2020). Materialism is detrimental to academic engagement: Evidence from self-report surveys and linguistic analysis. Current Psychology, 2020, v. 39, n. 4, p. 1397-1404.DOI:10.1007/s12144-018-9843-5
  • King, Ronnel B. (2020). Mindsets are contagious: The social contagion of implicit theories of intelligence among classmates. British Journal of Educational Psychology, 2020, v. 90, n. 2, p. 349-363.DOI:10.1111/bjep.12285
  • Nalipay, Ma Jenina N., & King, Ronnel B., & Cai, Yuyang (2020). Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence, 2020, v. 78, p. 67-72.DOI:10.1016/j.adolescence.2019.12.009
  • Nalipay, Ma Jenina N., & Cai, Yuyang, & King, Ronnel B. (2020). Why do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement. Psychology in the Schools, 2020, v. 57, n. 2, p. 310-319.DOI:10.1002/pits.22330
  • Zhoc, Karen C.H., & King, Ronnel B., & Chung, Tony S.H., & Chen, Junjun (2020). Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education. European Journal of Psychology of Education, 2020, v. 35, n. 4, p. 839-863.DOI:10.1007/s10212-019-00458-0
  • Wong, Lung Hsiang, & Chan, Tak Wai, & Chen, Wenli, & Looi, Chee Kit, & Chen, Zhi Hong, & Liao, Calvin C.Y., & King, Ronnel B., & Wong, Su Luan (2020). IDC theory: interest and the interest loop. Research and Practice in Technology Enhanced Learning, 2020, v. 15, n. 1, article no. 3.DOI:10.1186/s41039-020-0123-2
  • King, Ronnel B., & Mendoza, Norman B. (2020). Achievement goal contagion: mastery and performance goals spread among classmates. Social Psychology of Education, 2020, v. 23, n. 3, p. 795-814.DOI:10.1007/s11218-020-09559-x
  • Mendoza, Norman B., & King, Ronnel B. (2020). The social contagion of student engagement in school. School Psychology International, 2020, v. 41, n. 5, p. 454-474.DOI:10.1177/0143034320946803
  • Frondozo, Cherry E., & King, Ronnel B., & Nalipay, Ma Jenina N., & Mordeno, Imelu G. (2020). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement. Current Psychology, 2020.DOI:10.1007/s12144-020-01008-4
  • King, Ronnel B., & Pitliya, Riddhi J., & Datu, Jesus A. (2020). Psychological capital drives optimal engagement via positive emotions in work and school contexts. Asian Journal of Social Psychology, 2020, v. 23, n. 4, p. 457-468.DOI:10.1111/ajsp.12421
  • Du, Hongfei, & Yang, Jing, & King, Ronnel B., & Yang, Lei, & Chi, Peilian (2020). COVID-19 Increases Online Searches for Emotional and Health-Related Terms. Applied Psychology: Health and Well-Being, 2020, v. 12, n. 4, p. 1039-1053.DOI:10.1111/aphw.12237
  • Dong, Anmei, & Jong, Morris Siu Yung, & King, Ronnel B. (2020). How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking. Frontiers in Psychology, 2020, v. 11, article no. 591203.DOI:10.3389/fpsyg.2020.591203
  • Wang, J, & King, RB, & Rao, N (2019). The role of social-academic goals in Chinese students’ self-regulated learning. European Journal of Psychology of Education, 2019, v. 34 n. 3, p. 579-600.DOI:10.1007/s10212-018-0404-y
  • Zhoc, Karen C.H., & Webster, Beverley J., & King, Ronnel B., & Li, Johnson C.H., & Chung, Tony S.H. (2019). Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence. Research in Higher Education, 2019, v. 60, n. 2, p. 219-244.DOI:10.1007/s11162-018-9510-6
  • King, Ronnel B., & dela Rosa, Elmer D. (2019). Are your emotions under your control or not? Implicit theories of emotion predict well-being via cognitive reappraisal. Personality and Individual Differences, 2019, v. 138, p. 177-182.DOI:10.1016/j.paid.2018.09.040
  • Du, Hongfei, & King, Ronnel B., & Chi, Peilian (2019). Income inequality is detrimental to long-term well-being: A large-scale longitudinal investigation in China. Social Science and Medicine, 2019, v. 232, p. 120-128.DOI:10.1016/j.socscimed.2019.04.043
  • Du, Hongfei, & Chi, Peilian, & King, Ronnel B. (2019). Economic Inequality is Associated with Long-Term Harm on Adolescent Well-Being in China. Child Development, 2019, v. 90, n. 4, p. 1016-1026.DOI:10.1111/cdev.13253
  • Chi, Peilian, & Du, Hongfei, & King, Ronnel B., & Zhou, Nan, & Cao, Hongjian, & Lin, Xiuyun (2019). Well-Being Contagion in the Family: Transmission of Happiness and Distress Between Parents and Children. Child Indicators Research, 2019, v. 12, n. 6, p. 2189-2202.DOI:10.1007/s12187-019-09636-4
  • King, Ronnel B., & McInerney, Dennis M. (2019). Family-support goals drive engagement and achievement in a collectivist context: Integrating etic and emic approaches in goal research. Contemporary Educational Psychology, 2019, v. 58, p. 338-353.DOI:10.1016/j.cedpsych.2019.04.003
  • Du, Hongfei, & Chen, Anli, & Chi, Peilian, & King, Ronnel B. (2019). Person-culture fit boosts national pride: A cross-cultural study among 78 societies. Journal of Research in Personality, 2019, v. 81, p. 108-117.DOI:10.1016/j.jrp.2019.05.008
  • King, Ronnel B., & Chen, Junjun (2019). Emotions in Education: Asian Insights on the Role of Emotions in Learning and Teaching. Asia-Pacific Education Researcher, 2019, v. 28, n. 4, p. 279-281.DOI:10.1007/s40299-019-00469-x
  • Cai, Yuyang, & King, Ronnel B., & Law, Wilbert, & McInerney, Dennis M. (2019). Which comes first? Modeling the relationships among future goals, metacognitive strategies and academic achievement using multilevel cross-lagged SEM. Learning and Individual Differences, 2019, v. 74, article no. 101750.DOI:10.1016/j.lindif.2019.06.004
  • Datu, Jesus Alfonso D., & King, Ronnel B., & Valdez, Jana Patricia M., & Eala, Maria Socorro M. (2019). Grit is Associated with Lower Depression via Meaning in Life among Filipino High School Students. Youth and Society, 2019, v. 51, n. 6, p. 865-876.DOI:10.1177/0044118X18760402
  • King, Ronnel B., & Yeung, Susanna Siu Sze, & Cai, Yuyang (2019). Personal investment theory: A multi-faceted framework to understand second and foreign language motivation. System, 2019, v. 86, article no. 102123.DOI:10.1016/j.system.2019.102123
  • Zhoc, Karen C.H., & King, Ronnel B., & Law, Wilbert, & McInerney, Dennis M. (2019). Intrinsic and extrinsic future goals: Their differential effects on students’ self-control and distal learning outcomes. Psychology in the Schools, 2019, v. 56, n. 10, p. 1596-1613.DOI:10.1002/pits.22287
  • Datu, JAD, & King, RB, & Valdez, JPM (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. The Journal of Positive Psychology, 2018, v. 13 n. 3, p. 260-270.DOI:10.1080/17439760.2016.1257056
  • Datu, JAD, & Valdez, JPM, & King, RB (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, 2018, v. 19 n. 7, p. 1903-1916.DOI:10.1007/s10902-017-9902-x
  • Datu, Jesus Alfonso D., & King, Ronnel B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology, 2018, v. 69, p. 100-110.DOI:10.1016/j.jsp.2018.05.007
  • King, Ronnel B., & McInerney, Dennis M., & Pitliya, Riddhi J. (2018). Envisioning a Culturally Imaginative Educational Psychology. Educational Psychology Review, 2018, v. 30, n. 3, p. 1031-1065.DOI:10.1007/s10648-018-9440-z
  • King, Ronnel B., & Datu, Jesus Alfonso D. (2018). Grateful students are motivated, engaged, and successful in school: Cross-sectional, longitudinal, and experimental evidence. Journal of School Psychology, 2018, v. 70, p. 105-122.DOI:10.1016/j.jsp.2018.08.001
  • Zhoc, Karen C.H., & Chung, Tony S.H., & King, Ronnel B. (2018). Emotional intelligence (EI) and self-directed learning: Examining their relation and contribution to better student learning outcomes in higher education. British Educational Research Journal, 2018, v. 44, n. 6, p. 982-1004.DOI:10.1002/berj.3472
  • Datu, JAD, & King, RB, & Valdez, JPM (2017). The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement. Journal of School Psychology, 2017, v. 61, p. 19-31.DOI:10.1016/j.jsp.2016.12.004
  • Caleon, Imelda S., & Wui, Ma Glenda L., & Chiam, Ching Leen, & King, Ronnel B., & Tan, Jennifer Pei Ling, & Tan, Chee Soon (2017). Personal strengths and perceived teacher support as predictors of Singapore students’ academic risk status. Educational Psychology, 2017, v. 37, n. 8, p. 983-1000.DOI:10.1080/01443410.2016.1259460
  • King, Ronnel B., & Datu, Jesus Alfonso D. (2017). Materialism does not pay: Materialistic students have lower motivation, engagement, and achievement. Contemporary Educational Psychology, 2017, v. 49, p. 289-301.DOI:10.1016/j.cedpsych.2017.03.003
  • King, Ronnel B., & McInerney, Dennis M., & Nasser, Ramzi (2017). Different goals for different folks: a cross-cultural study of achievement goals across nine cultures. Social Psychology of Education, 2017, v. 20, n. 3, p. 619-642.DOI:10.1007/s11218-017-9381-2
  • King, Ronnel B. (2017). A fixed Mindset Leads to negative affect: The relations between implicit theories of intelligence and subjective well-being. Zeitschrift fur Psychologie / Journal of Psychology, 2017, v. 225, n. 2, p. 137-145.DOI:10.1027/2151-2604/a000290
  • King, Ronnel B., & Datu, Jesus Alfonso (2017). Happy classes make happy students: Classmates’ well-being predicts individual student well-being. Journal of School Psychology, 2017, v. 65, p. 116-128.DOI:10.1016/j.jsp.2017.07.004
  • Du, Hongfei, & King, Ronnel B., & Chi, Peilian (2017). Self-esteem and subjective well-being revisited: The roles of personal, relational, and collective self-esteem. PLoS ONE, 2017, v. 12, n. 8, article no. e0183958.DOI:10.1371/journal.pone.0183958
  • Caleon, Imelda S., & King, Ronnel B., & Tan, Jennifer Pei Ling, & Low, Michelle, & Tan, Chee Soon, & Liem, Gregory Arief (2017). Nurturing grateful and connected twenty-first century learners: development and evaluation of a socially oriented gratitude intervention. Asia Pacific Journal of Education, 2017, v. 37, n. 4, p. 567-581.DOI:10.1080/02188791.2017.1386091
  • King, Ronnel B. (2017). Social Goals and Well-Being. Journal of Experimental Education, 2017, v. 85, n. 1, p. 107-125.DOI:10.1080/00220973.2015.1111853
  • Du, H, & King, RB, & Chu, SKW (2016). Hope, Social Support, and Depression among Hong Kong Youth: Personal and Relational Self-esteem as Mediators. Psychology, Health & Medicine, 2016, v. 21 n. 8, p. 926-931.DOI:10.1080/13548506.2015.1127397
  • Ganotice, FA, & Datu, JAD, & King, RB (2016). Which emotional profiles exhibit the best learning outcomes? A person-centered analysis of students’ academic emotions. School Psychology International, 2016, v. 37 n. 5, p. 498-518.DOI:10.1177/0143034316660147
  • Datu, JAD, & King, RB (2016). Prioritizing positivity optimizes positive emotions and life satisfaction: A three-wave longitudinal study. Personality and Individual Differences, 2016, v. 96, p. 111-114.DOI:10.1016/j.paid.2016.02.069
  • Datu, JAD, & King, RB, & Valdez, JPM (2016). The Benefits of Socially-Oriented Happiness: Validation of the Interdependent Happiness Scale in the Philippines. Child Indicators Research, 2016, v. 9 n. 3, p. 631-649.DOI:10.1007/s12187-015-9333-3
  • Datu, JAD, & Valdez, JPM, & King, RB (2016). Perseverance Counts but Consistency Does Not! Validating the Short Grit Scale in a Collectivist Setting. Current Psychology, 2016, v. 35 n. 1, p. 121-130.DOI:10.1007/s12144-015-9374-2
  • King, Ronnel B. (2016). Does your approach to time matter for your learning? The role of time perspectives on engagement and achievement. Educational Psychology, 2016, v. 36, n. 7, p. 1264-1284.DOI:10.1080/01443410.2015.1045835
  • King, Ronnel B. (2016). Is a performance- avoidance achievement goal always maladaptive? Not necessarily for collectivists. Personality and Individual Differences, 2016, v. 99, p. 190-195.DOI:10.1016/j.paid.2016.04.093
  • King, Ronnel B., & Caleon, Imelda S., & Tan, Jennifer Pei Ling, & Ye, Shengquan (2016). Positive Education in Asia. Asia-Pacific Education Researcher, 2016, v. 25, n. 3, p. 361-365.DOI:10.1007/s40299-016-0292-3
  • Wong, Lung Hsiang, & King, Ronnel B., & Chai, Ching Sing, & Liu, May (2016). Seamlessly learning Chinese: contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment. Instructional Science, 2016, v. 44, n. 5, p. 399-422.DOI:10.1007/s11251-016-9383-z
  • King, Ronnel 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, 2016, v. 52, p. 60-71.DOI:10.1016/j.lindif.2016.10.006
  • Yeung, Susanna S., & Ng, Mei Lee, & King, Ronnel B. (2016). English vocabulary instruction through storybook reading for Chinese EFL kindergarteners: Comparing rich, embedded, and incidental approaches. Asian EFL Journal, 2016, v. 18, n. 2, p. 89-112.
  • Chai, Ching Sing, & Wong, Lung Hsiang, & King, Ronnel B. (2016). Surveying and modeling students’ motivation and learning strategies for mobile-assisted seamless Chinese language learning. Educational Technology and Society, 2016, v. 19, n. 3, p. 170-180.
  • King, Ronnel B., & Mcinerney, Dennis M. (2016). Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, metacognitive strategies, and achievement. British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 296-312.DOI:10.1111/bjep.12107
  • Yeung, Susanna S., & King, Ronnel B. (2016). Home Literacy Environment and English Language and Literacy Skills Among Chinese Young Children Who Learn English as a Second Language. Reading Psychology, 2016, v. 37, n. 1, p. 92-120.DOI:10.1080/02702711.2015.1009591
  • King, Ronnel B., & Mcinerney, Dennis M. (2016). Culturalizing motivation research in educational psychology. British Journal of Educational Psychology, 2016, v. 86, n. 1, p. 1-7.DOI:10.1111/bjep.12106
  • King, RB, & Ganotice, FA (2015). Does family obligation matter for students’ motivation, engagement, and well-being?: It depends on your self-construal. Personality and Individual Differences, 2015, v. 86, p. 243-248.DOI:10.1016/j.paid.2015.06.027
  • McInerney, DM, & Ganotice, FA, & King, RB, & Marsh, HW, & Morin, AJS (2015). Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers. Teaching and Teacher Education, 2015, v. 52, p. 11-23.DOI:10.1016/j.tate.2015.08.004
  • King, RB, & McInerney, DM, & Ganotice, FA, & Villarosa, JB (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 2015, v. 39, p. 64-72.DOI:10.1016/j.lindif.2015.03.005
  • McInerney, Dennis M., & Ganotice, Fraide A., & King, Ronnel B., & Morin, Alexandre J.S., & Marsh, Herbert W. (2015). Teachers’ Commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong. Educational Psychology, 2015, v. 35, n. 8, p. 926-945.DOI:10.1080/01443410.2014.895801
  • Bernardo, Allan B.I., & Ganotice, Fraide A., & King, Ronnel B. (2015). Motivation Gap and Achievement Gap Between Public and Private High Schools in the Philippines. Asia-Pacific Education Researcher, 2015, v. 24, n. 4, p. 657-667.DOI:10.1007/s40299-014-0213-2
  • Wong, Lung Hsiang, & Chai, Ching Sing, & Zhang, Xujuan, & King, Ronnel B. (2015). Employing the TPACK framework for researcher-teacher co-design of a mobile-assisted seamless language learning environment. IEEE Transactions on Learning Technologies, 2015, v. 8, n. 1, p. 31-42.DOI:10.1109/TLT.2014.2354038
  • Wong, Lung Hsiang, & Chai, Ching Sing, & Aw, Guat Poh, & King, Ronnel B. (2015). Enculturating seamless language learning through artifact creation and social interaction process. Interactive Learning Environments, 2015, v. 23, n. 2, p. 130-157.DOI:10.1080/10494820.2015.1016534
  • King, Ronnel B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 2015, v. 42, p. 26-38.DOI:10.1016/j.cedpsych.2015.04.002
  • Caleon, Imelda S., & Wui, Ma Glenda L., & Tan, Jennifer Pei Ling, & Chiam, Ching Leen, & Soon, Tan Chee, & King, Ronnel B. (2015). Cross-Cultural Validation of the Academic Motivation Scale: A Singapore Investigation. Child Indicators Research, 2015, v. 8, n. 4, p. 925-942.DOI:10.1007/s12187-014-9298-7
  • King, Ronnel B. (2015). Examining the dimensional structure and nomological network of achievement goals in the Philippines. Journal of Adolescence, 2015, v. 44, p. 214-218.DOI:10.1016/j.adolescence.2015.07.019
  • King, Ronnel B., & Gaerlan, Marianne Jennifer M. (2015). The Role of Time Perspectives in the Use of Volitional Strategies. Psychological Studies, 2015, v. 60, n. 1, p. 1-6.DOI:10.1007/s12646-014-0278-2
  • King, Ronnel B., & Ganotice, Fraide A. (2014). What’s Happening to Our Boys? A Personal Investment Analysis of Gender Differences in Student Motivation. Asia-Pacific Education Researcher, 2014, v. 23, n. 1, p. 151-157.DOI:10.1007/s40299-013-0127-4
  • Ganotice, Fraide A., & King, Ronnel B. (2014). Blessed are Those Who Wait: Validating the Filipino Version of the Academic Delay of Gratification Scale (ADOGS). Asia-Pacific Education Researcher, 2014, v. 23, n. 1, p. 19-27.DOI:10.1007/s40299-013-0081-1
  • King, Ronnel B., & Ganotice, Fraide A. (2014). The Social Underpinnings of Motivation and Achievement: Investigating the Role of Parents, Teachers, and Peers on Academic Outcomes. Asia-Pacific Education Researcher, 2014, v. 23, n. 3, p. 745-756.DOI:10.1007/s40299-013-0148-z
  • Ganotice, Fraide A., & King, Ronnel B. (2014). Social Influences on Students’ Academic Engagement and Science Achievement. Psychological Studies, 2014, v. 59, n. 1, p. 30-35.DOI:10.1007/s12646-013-0215-9
  • King, Ronnel B., & Ganotice, Fraide A., & Watkins, David A. (2014). A cross-cultural analysis of achievement and social goals among Chinese and Filipino students. Social Psychology of Education, 2014, v. 17, n. 3, p. 439-455.DOI:10.1007/s11218-014-9251-0
  • King, Ronnel B., & McInerney, Dennis M. (2014). The work avoidance goal construct: Examining its structure, antecedents, and consequences. Contemporary Educational Psychology, 2014, v. 39, n. 1, p. 42-58.DOI:10.1016/j.cedpsych.2013.12.002
  • King, Ronnel B., & Gaerlan, Marianne Jennifer M. (2014). High self-control predicts more positive emotions, better engagement, and higher achievement in school. European Journal of Psychology of Education, 2014, v. 29, n. 1, p. 81-100.DOI:10.1007/s10212-013-0188-z
  • King, Ronnel B., & McInerney, Dennis M. (2014). Mapping changes in students’ English and math self-concepts: A latent growth model study. Educational Psychology, 2014, v. 34, n. 5, p. 581-597.DOI:10.1080/01443410.2014.909009
  • King, Ronnel B., & Areepattamannil, Shaljan (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, 2014, v. 8, n. 1, p. 18-27.DOI:10.1017/prp.2014.3
  • King, Ronnel B., & McInerney, Dennis M. (2014). Culture’s Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory. Educational Psychologist, 2014, v. 49, n. 3, p. 175-198.DOI:10.1080/00461520.2014.926813
  • King, Ronnel B. (2014). The Dark Cycle of Work Avoidance Goals and Disengagement: A Cross-Lagged Analysis. Psychological Studies, 2014, v. 59, n. 3, p. 268-277.DOI:10.1007/s12646-014-0267-5
  • King, Ronnel B., & Gaerlan, Marianne Jennifer M. (2014). How you Perceive Time Matters for how you Feel in School: Investigating the Link Between Time Perspectives and Academic Emotions. Current Psychology, 2014, v. 33, n. 3, p. 282-300.DOI:10.1007/s12144-014-9213-x
  • Ali, Jinnat, & Craven, Rhonda G., & Yeung, Alexander Seeshing, & Mcinerney, Dennis M., & King, Ronnel B. (2014). Socially oriented motivational goals and academic achievement: Similarities between native and anglo americans. Journal of Educational Research, 2014, v. 107, n. 2, p. 123-137.DOI:10.1080/00220671.2013.788988
  • Ganotice, Fraide A., & Bernardo, Allan B.I., & King, Ronnel B. (2013). Adapting the facilitating conditions questionnaire (FCQ) for bilingual filipino adolescents: Validating english and filipino versions. Child Indicators Research, 2013, v. 6, n. 2, p. 237-256.DOI:10.1007/s12187-012-9167-1
  • King, Ronnel Bornasal, & Ganotice, Fraide Agustin (2013). Student motivation as hierarchical and multidimensional: Cross-cultural validation of personal investment theory in the Philippines. Universitas Psychologica, 2013, v. 12, n. 3, p. 685-698.DOI:10.11144/Javeriana.UPSY12-3.smhm
  • Du, Hongfei, & King, Ronnel B. (2013). Placing hope in self and others: Exploring the relationships among self-construals, locus of hope, and adjustment. Personality and Individual Differences, 2013, v. 54, n. 3, p. 332-337.DOI:10.1016/j.paid.2012.09.015
  • Xie, Qiuzhi, & Gao, Xiangping, & King, Ronnel B. (2013). Thinking styles in implicit and explicit learning. Learning and Individual Differences, 2013, v. 23, n. 1, p. 267-271.DOI:10.1016/j.lindif.2012.10.014
  • King, Ronnel B., & Watkins, David A. (2013). Validating the Chinese Version of the Inventory of School Motivation. International Journal of Testing, 2013, v. 13, n. 2, p. 175-192.DOI:10.1080/15305058.2012.656162
  • King, Ronnel B., & Gaerlan, Marianne Jennifer (2013). To study or not to study? Investigating the link between time perspectives and motivational interference. Journal of Pacific Rim Psychology, 2013, v. 7, n. 2, p. 63-72.DOI:10.1017/prp.2013.8
  • King, Ronnel B., & McInerney, Dennis M., & Watkins, David A. (2013). Examining the role of social goals in school: A study in two collectivist cultures. European Journal of Psychology of Education, 2013, v. 28, n. 4, p. 1505-1523.DOI:10.1007/s10212-013-0179-0
  • King, RB, & Ganotice, FA, & Watkins, DA (2012). Validation of the Chinese version of the Sense of Self (SOS) Scale. Asia Pacific Education Review, 2012, v. 13 n. 2, p. 323-331.DOI:10.1007/s12564-011-9195-4
  • King, RB, & Ganotice, FA, & Watkins, DA (2012). Cross-cultural validation of the inventory of school motivation (ISM) in the Asian setting: Hong Kong and the Philippines. Child Indicators Research, 2012, v. 5 n. 1, p. 135-153.DOI:10.1007/s12187-011-9117-3
  • King, RB, & McInerney, DM, & Watkins, DA (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, 2012, v. 36 n. 3, p. 446-457.DOI:10.1016/j.ijintrel.2011.10.003
  • King, RB, & Watkins, DA (2012). Cross-cultural validation of the five-factor structure of social goals: a Filipino Investigation. Journal of Psychoeducational Assessment, 2012, v. 30 n. 2, p. 181-193.DOI:10.1177/0734282911412542
  • Ganotice, FA, & Bernardo, ABI, & King, RB (2012). Testing the factorial invariance of the English and Filipino versions of the Inventory of School Motivation With Bilingual Students in the Philippines. Journal of Psychoeducational Assessment, 2012, v. 30 n. 3, p. 298-303.DOI:10.1177/0734282911435459
  • King, RB, & McInerney, DM, & Watkins, DA (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, 2012, v. 22 n. 6, p. 814-819.DOI:10.1016/j.lindif.2012.04.005
  • King, RB (2012). How you think about your intelligence influences how adjusted you are: implicit theories and adjustment outcomes. Personality and Individual Differences, 2012, v. 53 n. 5, p. 705-709.DOI:10.1016/j.paid.2012.05.031
  • King, RB, & Watkins, DA (2012). “Socializing” Achievement Goal Theory: The Need for Social Goals. Psychological Studies, 2012, v. 57 n. 1, p. 112-116.DOI:10.1007/s12646-011-0140-8
  • Chu, SKW, & Woo, M, & King, RB, & Choi, S, & Cheng, M, & Koo, P (2012). Examining the application of Web 2.0 in medical-related organisations. Health Information and Libraries Journal, 2012, v. 29 n. 1, p. 47-60.DOI:10.1111/j.1471-1842.2011.00970.x
  • King, Ronnel B., & Ganotice, Fraide A., & McInerney, Dennis M. (2012). Cross-cultural validation of the Sense of Self (SoS) scale in Chinese and Filipino settings. Child Indicators Research, 2012, v. 5, n. 4, p. 719-734.DOI:10.1007/s12187-012-9144-8
  • King, Ronnel Bornasal, & McInerney, Dennis M., & Watkins, David A. (2012). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 2012, v. 32, n. 6, p. 749-776.DOI:10.1080/01443410.2012.730479
  • Du, Hongfei, & King, Ronnel B., & Chi, Peilian (2012). The development and validation of the Relational Self-Esteem Scale. Scandinavian Journal of Psychology, 2012, v. 53, n. 3, p. 258-264.DOI:10.1111/j.1467-9450.2012.00946.x
  • King, RB, & Du, H (2011). All good things come to those who wait: Validating the Chinese version of the Academic Delay of Gratification Scale (ADOGS). The International Journal of Educational and Psychological Assessment, 2011, v. 7 n. 1, p. 64-80.
  • King, Ronnel B., & Watkins, David A. (2011). The reliability and validity of the Goal Orientation and Learning Strategies Survey (GOALS-S): A Filipino investigation. Asia-Pacific Education Researcher, 2011, v. 20, n. 3, p. 579-594.

Conference Papers

  • Wong, Lung Hsiang, & Chan, Tak Wai, & Chen, Zhi Hong, & King, Ronnel B., & Wong, Su Luan (2015). The IDC theory: Interest and the interest loop. Workshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 2015, p. 804-813.
  • Wong, Lung Hsiang, & Chai, Ching Sing, & King, Ronnel B., & Liu, May (2015). Implications of students’ vocabulary growth in a seamless language learning environment mediated by handhelds and social media. Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 2015, p. 319-328.
  • Law, WWT, & King, RB, & Notari, M, & Cheng, EWL, & Chu, SKW (2014). Why Do Some Students Become More Engaged in Collaborative Wiki Writing? The Role of Sense of Relatedness. The 10th International Symposium on Open Collaboration (OpenSym 2014), Berlin, Germany, 27-29 August 2014. In the Proceedings of the International Symposium on Open Collaboration (OpenSym ’14), 2014, article no. 18.DOI:10.1145/2641580.2641603
  • Law, WWT, & Du, H, & King, RB, & Chu, SKW (2014). Why do some students learn better than others in digital game based learning? The role of hope and social support. The 2014 Research Symposium of the Center for Information Technology in Education (CITERS 2014), The University of Hong Kong, Hong Kong, 13-14 June 2014.
  • Wong, Lung Hsiang, & Chai, Ching Sing, & King, Ronnel, & Zhang, Xujuan, & Aw, Guat Poh (2014). Unpacking the researcher-teacher co-design process of a seamless language learning environment with the TPACK framework. Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014, 2014, p. 886-895.
  • King, Ronnel B., & Chu, Samuel K.W. (2014). The motivational underpinnings of using wikis for collaborative group work. Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014, 2014, p. 224-229.
  • Chu, SKW, & King, RB (2012). Affordances and constraints of wiki for collaborative learning. The 2012 Annual Meeting of the American Educational Research Association (AERA), Vancouver, BC., Canada, 13-17 April 2012.
  • Chu, SKW, & King, R (2012). Effectiveness of the Wiki technology in facilitating group projects undertaken by secondary students. STORIES 2012! – The Oxford University Department of Education Student Conference, Oxford, UK., 14-15 March 2012.
  • Chu, SKW, & Lee, TL, & King, RB (2012). Writing with others in wiki: an investigation of student collaborative writing in English among Chinese secondary students. The 2nd DGI-Conference, Düsseldorf, Germany, 22-23 March 2012.
  • King, RB, & Du, H (2010). Broadening hopeful thinking: from the personal to the communal. The 22nd Annual Convention of the American Psychological Society (APS), Boston, MA., 27-30 May 2010.
  • King, RB, & Watkins, DA (2010). Social goals and learning strategies among Hong Kong students: a longitudinal analysis. The 2010 Annual Conference of the Hong Kong Psychological Society, Hong Kong, 12 June 2010.
  • King, RB, & Watkins, DA (2009). Why are some students happy and others not? The role of academic and social goals in well-being. The 8th Biennial Conference of the Asian Association of Social Psychology (AASP), New Delhi, India, 11-14 December 2009.
  • King, R, & Watkins, D (2009). The role of mastery, performance, and social goals in academic motivation among Filipino students. The 46th Annual Convention of the Psychological Association of the Philippines (PAP), Dumaguete, Philippine, 13-15 August 2009.
  • King, RB, & Watkins, DA (2009). Exploring the role of social goals in motivating Chinese and Filipino students. The 8th Biennial Conference of the Asian Association of Social Psychology (AASP 2009), New Delhi, India, 11-14 December 2009.
  • King, RB (2009). Literature Review: Expanding achievement goal theory: the need for social goals. The 14th and 15th Postgraduate Research Conference, Hong Kong, 2009. In Research Studies in Education, 2009, v. 7, p. 167-176.
  • King, RB, & Watkins, DA (2009). Exploring the role of social goals in collectivist cultures: Filipino and Chinese societies. Invited Colloqia at the Learning, Language, and Culture Laboratory, Department of Educational and Counseling Psychology, De La Salle University, Manila, the Philippines, August 2009.
  • King, RB (2009). Motivating students: A psychological perspective. Invited speaker at the Stella Maris College, Metro Manila, the Philippines.

Books

  • King, Ronnel B., & Bernardo, Allan B. I. (2016). The psychology of Asian learners: A festschrift in honor of David Watkins. King, RB, Bernardo, ABI (Eds.). The Psychology of Asian Learners: A Festschrift in Honor of David Watkins. Singapore: Springer. 2016.DOI:10.1007/978-981-287-576-1

Book Chapters

  • King, Ronnel B., & McInerney, Dennis M. (2020). Social goals: A historical overview. In Jones, MH (Ed.), Social Goals in the Classroom: Findings on Student Motivation and Peer Relations, p. 8-34. New York, NY: Routledge, 2020.DOI:10.4324/9780429468452-2
  • Datu, JAD, & Valdez, JPM, & King, RB (2016). The successful life of gritty students: Grit leads to optimal educational and well-being outcomes in a collectivist context. In King RB & Bernardo, ABI (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins, p. 503-516. Singapore: Springer, 2016.DOI:10.1007/978-981-287-576-1_31
  • King, Ronnel B., & McInerney, Dennis M. (2016). Examining the links between social goals and learning strategies. In King, RB, Bernardo, ABI (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins, p. 405-417. Singapore: Springer, 2016.DOI:10.1007/978-981-287-576-1_25
  • King, Ronnel B., & Bernardo, Allan B.I. (2016). Advancing psychological studies on Asian learners: Honoring the legacy of David A. Watkins. In King, RB, Bernardo, ABI (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins, p. 3-14. Singapore: Springer, 2016.DOI:10.1007/978-981-287-576-1_1
  • Low, Michelle, & King, Ronnel B., & Caleon, Imelda S. (2016). Positive emotions predict students’ well-being and academic motivation: The broaden-and-build approach. In King, RB, Bernardo, ABI (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins, p. 485-501. Singapore: Springer, 2016.DOI:10.1007/978-981-287-576-1_30
  • Caleon, Imelda S., & Tan, Jennifer Pei Ling, & Wui, Ma Glenda L., & Leen, Chiam Ching, & King, Ronnel B. (2016). Academically at-risk adolescents in Singapore: The importance of teacher support in promoting academic engagement. In King, RB, Bernardo, ABI (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins, p. 519-539. Singapore: Springer, 2016.DOI:10.1007/978-981-287-576-1_32
  • Bernardo, Allan B.I., & King, Ronnel B. (2016). Asian learners: Retrospect and prospect. In King, RB, Bernardo, ABI (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins, p. 653-664. Singapore: Springer, 2016.DOI:10.1007/978-981-287-576-1_40
  • King, RB, & McInerney, DM (2016). Culture and motivation: The road travelled and the way ahead. In Wentzel, KR, Miele, DB (Eds.), Handbook of Motivation at School (Second edition), p. 275-299. New York, NY: Routledge, 2016.DOI:10.4324/9781315773384-21
  • McInerney, Dennis M., & King, Ronnel B. (2013). Harnessing the power of motivational factors for optimizing the educational success of remote Indigenous students: A cross-cultural study. In Craven, RG, Mooney, J (Eds.), Seeding Success in Indigenous Australian Higher Education, p. 81-111. Bingley, UK: Emerald, 2013.DOI:10.1108/S1479-3644(2013)0000014004
  • McInerney, Dennis M., & King, Ronnel B. (2012). Studying “a thousand miles away”: The motivational implications of cross-cultural transitions. In Karabenick, SA, Urdan, TC (Eds.), Transitions Across Schools and Cultures, p. 205-240. Bingley, UK: Emerald, 2012.DOI:10.1108/S0749-7423(2012)0000017011