Publications (*Corresponding author)

(1) 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, 108, 102853. https://doi.org/10.1016/j.system.2022.102853

(2) Li, J., King, R. B., & Wang, C. (2022). Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features. System, 108, 102820. https://doi.org/10.1016/j.system.2022.102820

(3) King, R. B., & Mendoza, N. B. (2020). Achievement goal contagion: Mastery and performance goals spread among classmates. Social Psychology of Education, 23(3), 795-814. https://doi.org/10.1007/s11218-020-09559-x

(4) Mendoza, N. B., 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, 1-24. https://doi.org/10.1007/s10212-022-00620-1

(5) Mendoza, N. B., & King, R. B. (2020). The social contagion of student engagement in school. School Psychology International, 41(5), 454-474. https://doi.org/10.1177/0143034320946803

(6) King, R. B., & Mendoza, N. B. (2021). The social contagion of students’ social goals and its influence on engagement in school. Learning and Individual Differences, 88, 102004. https://doi.org/10.1016/j.lindif.2021.102004

(7) Mendoza, N. B., & King, R. B. (2022). The social contagion of work avoidance goals in school and its influence on student (dis) engagement. European Journal of Psychology of Education, 37(2), 325-340.https://doi.org/10.1007/s10212-020-00521-1

(8) 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 & Education, 193, 104663. https://doi.org/10.1016/j.compedu.2022.104663

(9) Wang, Y., 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. https://doi.org/https://doi.org/10.1016/j.lindif.2021.102051

(10) Wang, F., King, R. B., Leung, S. O., & Jiang, C. (2023). Expectancy-value beliefs optimize mathematics achievement and learning strategy use: a bifactor approach (Las creencias sobre los valores y las expectativas optimizan el rendimiento matemático y el uso de estrategias de aprendizaje: un enfoque bifactorial). Journal for the Study of Education and Development, 46(1), 154-189. https://doi.org/10.1080/02103702.2022.2149116

(11) 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. https://doi.org/10.1002/pits.22845

(12) 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. https://doi.org/10.1080/03075079.2022.2155344

(13) 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, 15(5), 1921-1944. https://doi.org/10.1007/s12187-022-09939-z

(14) 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, 21(3), 691-711. https://doi.org/10.1007/s10763-022-10262-w

(15) Wang, Y., King, R., & Leung, S. O. (2023). Understanding Chinese Students’ Well-Being: A Machine Learning Study. Child Indicators Research, 16(2), 581-616. https://doi.org/10.1007/s12187-022-09997-3

(16) 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, 13621688221146887. https://doi.org/10.1177/1362168822114688

(17) Wang, Y., King, R., Haw, J., & Leung, S. O. (2023). What explains Macau students’ achievement? An integrative perspective using a machine learning approach (¿ Cuál es la explicación del rendimiento de los estudiantes macaenses? Una perspectiva integradora mediante la adopción del enfoque del aprendizaje automático). Journal for the Study of Education and Development, 46(1), 71-108. https://doi.org/10.1080/02103702.2022.2149120

(18) 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, 1-38. https://doi.org/10.1007/s11218-023-09773-3

(19) Haw, J. Y., & King, R. B. (2022). Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures. Learning and Individual Differences, 97, 102161. https://doi.org/10.1016/j.lindif.2022.102161

(20) 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. https://doi.org/10.1016/j.ijer.2021.101864

(21) Nalipay, M. J. N., King, R. B., Haw, J. Y., Mordeno, I. G., & Rosa, E. D. D. (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. https://doi.org/10.1016/j.lindif.2021.102050

(22) Yan, Z., King, R. B., & Haw, J. Y. (2021). Formative assessment, growth mindset, and achievement: examining their relations in the East and the West. Assessment in Education: Principles, Policy & Practice, 28(5-6), 676-702. https://doi.org/10.1080/0969594X.2021.1988510