2025-12-19T19:37:18+08:00

Affiliation

Faculty of Education
University of Macau
Accepting applications from PhD/EdD students

Email

ChesterKam@um.edu.mo

Tel

(853) 8822 8708

Fax

(853) 8822 2402

Office

Room 3008, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Chester Chun Seng KAM 甘俊生

Associate Professor
Programme Coordinator of Master of Science in Data Science (Analytics in Teaching and Learning)
Faculty of Education, University of Macau

Academic Qualifications

  • Ph. D. Psychology, The University of Western Ontario, Canada, 2012
  • M. A. Psychology, The Chinese University of Hong Kong, Hong Kong, 2007
  • B. A. Psychology, The University of Waterloo, Canada, 2003

Teaching Area

  • Measurement and Psychometrics
  • Multivariate Statistics

Research Area

  • educational measurement
  • application of artificial intelligence in education and psychology
  • research methods

I have published in several top journals in education and psychology, including:

Learning and Instruction (top 5 out of 74 in Educational Psychology)

Organizational Research Methods (top 6 out of 115 in Applied Psychology)

Sociological Methods & Research (top 3 out of 220 in Sociology)

Assessment (top 32 out of 185 in Clinical Psychology)

I have also published in other major journals, including Educational Psychology, Journal of Personality Assessment, and Personality and Individual Differences. I am currently on the editorial board of Assessment (Q1 in Clinical Psychology) and Journal of Pacific Rim Psychology (Q2 in Multidisciplinary Psychology).

I am beginning my research on the intersection of artificial intelligence with education, psychology, and research methodologies.

I am accepting PhD students this year.

For my full list of publications, see Google Scholar:

https://scholar.google.com/citations?user=xNReBF8AAAAJ&hl=en&oi=sra

 

(* student author)

 

Zhai, J.*, Sun, R., Lam, L. W., Kam, C. C. S., Chark, R., & Wu, A. M. (2025). Work Hard, Use Harder? The Longitudinal Association Between Work Addiction and Social Media Addiction in Full-Time Workers by a Cross-Lagged Panel Network Analysis. Cyberpsychology, Behavior, and Social Networking, 28(11), 740-748.

Dang, L., Zhai, J.*, Kam, C. C., Su, X., & Wu, A. M. (2025). Gaming for Self-Searching? A Three-Wave Longitudinal Investigation on the Correlations and Predictions Among Self-Concept Clarity, Player-Avatar Identification, and Internet Gaming Disorder. Journal of Youth and Adolescence, 1-13.

Liang, S.*, Cheung, S. F., Kam, C. C. S., (2025). Using Mplus to detect careless responses with the help of a simple-to-use online application. Journal of Pacific Rim Psychology, 19, 18344909251364070.

Zhang, X., Zhou, M., & Kam, C. C. S. (2025). How expressive communication enhances intercultural sensitivity in Chinese undergraduates: The mediating role of quality intergenerational communication and the moderating role of parental warmth. International Journal of Educational Research, 133, 102727.

Kam, C. C. S., & Cheung, S. F. (2024). A Constrained Factor Mixture Model for Detecting Careless Responses that is Simple to Implement. Organizational Research Methods, 27(3), 443-476.

Zhang, M. X.*, Kam, C. C. S., & Wu, A. M. S. (2024). The reciprocity between psychological need frustration and adolescent problematic smartphone use. Journal of Applied Developmental Psychology, 91, 101634.

Kam, C. C. S. (2023). Why do regular and reversed items load on separate factors? Response difficulty vs. item extremity. Educational and Psychological Measurement, 83(6), 1085-1112.

Cheng, E. H.*, Kam, C. C. S., & Cui, T.* (2023). Revisiting grit: How much does it overlap with resilience? International Journal of Educational Research, 119, 102187.

Cui, T.*, Cheng, E. H.*, Kam, C. C. S., & Liu, Q. (2023). A Moderated Mediation Model of Socio-Economic Status, Hope, Teacher-Student Relationship, and Autonomous Learning among Chinese Middle School Students. Child Indicators Research, 16(2), 671-688.

Cui, T.*, Kam, C. C. S., Cheng, E. H.*, & Liu, Q. (2023). Exploring the factors relating to academic resilience among students with socioeconomic disadvantages: Factors from individual, school, and family domains. Psychology in the Schools, 60(4), 1186-1201.

Tao, V. Y., Kam, C. C. S., Li, Y., & Wu, A. M. (2023). Differential prospective relationships of social-oriented and individual-oriented achievement motivations with achievement goals and affective wellbeing: A 1-year follow-up study. Learning and Instruction, 85, 101734.

Kam, C. C. S., Cheng, E. H., & Cui, T. (2023). Measuring Self-Esteem with Expanded Format in a Fraction of Time: ESE-S and ESE-US. Journal of Personality Assessment, 106(2), 196-207.

Kam, C. C. S., & Meyer, J. P. (2023). Testing the nonlinearity assumption underlying the use of reverse-keyed items: A Logical Response Perspective. Assessment, 30(5), 1569-1589.

Cui, T.*, Kam, C. C. S., Cheng, E. H.*, & Ho, M. Y. (2022). Distinguishing between trait desirability and item desirability in predicting item scores: Is informant evaluation of personality free from social desirability? Personality and Individual Differences, 196, 111708.

Kam, C. C. S. (2021). Bifactor model is not the best-fitting model for self-esteem: Investigation with a novel technique. Assessment, 28(7), 1799-1812.

Kam, C. C. S., Meyer, J. P., & Sun, S. (2021). Why do people agree with both regular and reversed items? A logical response perspective. Assessment, 28(4), 1110-1124.

Kam, C. C. S., & Sun, S. (2022). Method factor due to the use of reverse-keyed items: Is it simply a response style artifact? Current Psychology, 41(3), 1204-1212.

Kam, C. C. S. (2020). Expanded format shows better response consistency than Likert-scale format in the measurement of optimism. Personality and Individual Differences, 152, 109606.

Kam, C. C. S. (2020). Testing the assumption of population homogeneity in the measurement of dispositional optimism: Factor mixture modeling analysis. Journal of Personality Assessment, 102(2), 238-249.

Kam, C. C. S., & Fan, X. (2020). Investigating response heterogeneity in the context of positively and negatively worded items by using factor mixture modeling. Organizational Research Methods, 23(2), 322-341.

Kam, C. C. S., Hue, M. T., Cheung, C. Y., Risavy, S. D. (2020). Factor Structure of the Attitudes toward Cheating Scale:  An Exploratory Structural Equation Modeling Analysis. Current Psychology, 39, 1843-1852.

Kam, C. C. S., Hue, M. T., & Cheung, C. Y. (2018). Academic dishonesty among Hong Kong secondary school students: Application of theory of planned behaviour. Educational Psychology, 38(7), 945-963.

Kam, C. C. S., Hue, M. T., & Cheung, C. Y. (2018). Plagiarism of Chinese Secondary School Students in Hong Kong. Ethics & Behavior, 28(4), 316-335.

Kam, C. C. S., & Chan, G. H. (2018). Examination of the validity of instructed response items in identifying careless respondents. Personality and Individual Differences, 129, 83-87.

Kam, C. C. S. (2018). Novel insights Into Item Keying/Valence Effect Using Latent Difference (LD) Modeling Analysis. Journal of Personality Assessment, 100(4), 389-397.

Kam, C. C. S. (2018). Why do we still have an impoverished understanding of the item wording effect? An empirical examination. Sociological Methods & Research, 47(3), 574-597. doi:10.1177/0049124115626177

Zhou, M., & Kam, C. C. S. (2017). Trait procrastination, self-efficacy and achievement goals: The mediation role of boredom coping strategies. Educational Psychology, 37(7), 854-872.

Oon, P. T., Benson, S., & Kam, C. C. S. (2017). Psychometric quality of a student evaluation of teaching survey in higher education. Assessment and Evaluation in Higher Education, 42(5), 788-800.

Kam, C., Morin, A., Meyer, J. P., & Topolnytsky, L. (2016). Are commitment profiles stable and predictable? A latent transition analysis. Journal of Management, 42(6), 1462-1490.

Zhou, M., & Kam, C. C. S. (2016). Hope and generalized self-efficacy: Same construct or different constructs? Journal of Psychology, 150, 543-559.

Teo, T., Cheung, H. Y., & Kam, C. C. S. (2016). Validation of a Chinese version of the Psychological Sense of School Membership (C-PSSM): Tests of measurement invariance and latent mean differences. Current Psychology, 35, 83-91.

Kam, C. C. S., & Zhou, M. (2016). Is the Dark Triad better studied using a variable- or a person-centered approach? An exploratory investigation. PLoS One. doi:10.1371/journal.pone.0161628.

Kam, C. C. S. (2016). Further considerations in using items with diverse content to measure acquiescence. Educational and Psychological Measurement, 76, 164-174.

Kam, C., Risavy, S. D., & Perunovic, W. Q. E. (2015). Using over-claiming technique to probe social desirability ratings of personality items: A validity examination. Personality and Individual Differences, 74, 177-181.

Kam, C. C. S., & Meyer, J. P. (2015). Implications of item keying and item valence for the investigation of construct dimensionality. Multivariate Behavioral Research, 50, 457-469.

Kam, C. C. S., & Meyer, J. P. (2015). How careless responding and acquiescence response bias can influence construct dimensionality: The case of job satisfaction. Organizational Research Methods, 18, 512-541.

Kam, C. C. S., & Zhou, M. (2015). Does acquiescence affect individual items consistently? Educational and Psychological Measurement, 75, 764-784.

Kam, C., Risavy, S. D., Perunovic, W. Q. E., & Plant, L. (2014). Do subordinates formulate an impression of their manager’s implicit person theory? Applied Psychology: An International Review, 63, 267-299.

Paunonen, S., & Kam, C. (2014). The accuracy of roommate ratings of behaviors versus beliefs. Journal of Research in Personality, 52, 55-67.

Teo, T., & Kam, C. (2014). A measurement invariance analysis of the General Self-Efficacy Scale (GSES) on two different cultures. Journal of Psychoeducational Assessment, 32, 762-767.

Teo, T., & Kam, C. (2014). Validity of the Internet Addiction Test for Adolescents and Older Children (IAT-A): Tests of measurement invariance and latent mean differences. Journal of Psychoeducational Assessment, 32, 624-637.

Kam, C. (2013). Probing item social desirability by correlating personality items with Balanced Inventory of Desirable Responding (BIDR): A validity examination. Personality and Individual Differences, 54, 513-518.

 

  • Doctoral Level: Applications of Advanced Quantitative Methods
  • Doctoral Level: Introducing Quantitative Research (previous)
  • Master’s Level: Quantitative Methods, Data Management, and Analysis in Educational Research
  • Master’s Level: Educational & Psychological Assessment (previous)