2021-09-03T10:20:33+08:00

Affiliation

Faculty of Education

University of Macau

Email

Fax

(853) 8822 2402

Office

Ronnel B. KING 龔仁崇

Adjunct Associate Professor

Faculty of Education, University of Macau

Academic Qualifications

  • PhD, The University of Hong Kong, Hong Kong, China
  • Advanced Cert, East China Normal University, Shanghai, China
  • BA, Ateneo de Manila University, Philippines

Research Areas

  • Motivation
  • Well-being
  • Positive Psychology/Education

Professional Positions

2020- Associate Professor of Educational Psychology, Faculty of Education, University of Macau
2014-2020 Assistant Professor, Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong
2013-2014 Research Scientist, Learning Sciences Lab, National Institute of Education, Nanyang Technological University, Singapore
2012-2013 Research Assistant, Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong

Representative Publications

  1. King, R. B., Cai, Y., & Du, H. (in press). Societal-level utility value strengthens the relationship between student-level utility value and achievement: A person-culture fit perspective. British Journal of Educational Psychology. [SSCI Impact Factor = 2.506; ranked 16th out of 60 in educational psychology; Q1 in Scimago]
  2. 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. [SSCI Impact Factor = 2.506; ranked 16th out of 60 in educational psychology; Q1 in Scimago]
  3. 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. [SSCI Impact Factor = 2.863; ranked 12th out of 60 in the educational psychology category; Q1 in Scimago]
  4. King, R. B., McInerney, D. M., & Jain, R. (2018). Envisioning a culturally imaginative educational psychology. Educational Psychology Review, 30, 1031-1065. [SSCI Impact Factor = 5.167; ranked 1st out of 60 in the educational psychology category; Q1 in Scimago]
  5. 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. [SSCI Impact Factor = 2.981; ranked 10th out of 60 in the educational psychology category; Q1 in Scimago]
  6. 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. [SSCI Impact Factor = 2.981; ranked 10th out of 60 in the educational psychology category; Q1 in Scimago]
  7. 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. [SSCI Impact Factor = 2.863; ranked 12th out of 60 in the educational psychology category; Q1 in Scimago]
  8. 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. [SSCI Impact Factor = 2.506; ranked 16th out of 60 in educational psychology; Q1 in Scimago]
  9. King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38. [SSCI Impact Factor = 2.863; ranked 12th out of 60 in the educational psychology category; Q1 in Scimago]
  10. 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. [SSCI Impact Factor = 4.475; ranked 4th out of 60 in the educational psychology category; Q1 in Scimago]

1.              King, R. B., Cai, Y., & Du, H. (in press). Societal-level utility value strengthens the relationship between student-level utility value and achievement: A person-culture fit perspective. British Journal of Educational Psychology. [SSCI]
2.              Du, H., Chen, A., Chi, P., & King, R. B. (in press). Income inequality reduces civic honesty. Social Psychological and Personality Science. [SSCI]
3.              King, R. B., & Mendoza, N. (in press) Achievement goal contagion: Mastery and performance goals spread among classmates. Social Psychology of Education. [SSCI]
4.              King, R.B., Pitliya, J., & Datu, J.A.D. (in press) Psychological capital drives engagement via positive emotions in both work and school contexts. Asian Journal of Social Psychology. [SSCI]
5.              King, R. B., & Caleon, I. S. (accepted). School psychological capital is associated with optimal academic and well-being outcomes. Child Indicators Research. [SSCI]
6.              Caleon, I. S., & King, R. B. (in press). Examining the phenomenon of resilience in schools: Development, validation, and application of the School Resilience Scale. European Journal of Psychological Assessment. [SSCI]
7.              Zhoc, K.C.H., Chung, T.S.H., King, R.B., Chen, J.J., & Yang. M. (in press). 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. [SSCI]
8.              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. [SSCI]

9.              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. [SSCI]  
10.          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. [SSCI]  
11.          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. [SSCI]  
12.          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. [SSCI]  
13.          Korpeshoek, H., King, R. B., D. M. McInerney, Nasser, R., Ganotice, F. A., & Watkins, D. A. (2019). Gender and cultural differences in school motivation. Research Papers in Education. Doi: 10.1080/02671522.2019.1633557 [SSCI]  
14.          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. [SSCI]
15.          Du. H., Chi, P., & King, R. B. (2019). Economic inequality is associated with long-term harm on adolescent well-being in China. Child Development, 20, 1016-1026. [SSCI]
16.          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. [SSCI] 
17.          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. [SSCI] 
18.          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. [SSCI]  
19.          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. [SSCI] 
20.          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. Published Online First 10 July 2019. [SSCI] 
21.          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. [SSCI] 
22.          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. [SSCI]  
23.          Wang, J., King, R. B., & Rao, N. (2019). The role of social-academic goals in Chinese students’ self-regulated learning. European Journal of Psychology of Education, 34, 579-600. [SSCI] 
24.          King, R. B., McInerney, D. M., & Jain, R. (2018). Envisioning a culturally imaginative educational psychology. Educational Psychology Review, 30, 1031-1065. [SSCI]
25.          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. [SSCI]  
26.          King, R. B. (2018). Materialism is detrimental to academic engagement: Evidence from self-report surveys and linguistic analysis. Current Psychology. Published Online First 7 April 2018 [SSCI]  
27.          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. [SSCI]  
28.          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. [SSCI]  
29.          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.
30.          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. SSCI] 
31.          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. [SSCI] 
32.          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.
33.          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. [SSCI] 
34.          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. [SSCI] 
35.          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. [SSCI] 
36.          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. [SSCI] 
37.          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. [SSCI] 
38.          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. [SSCI] 
39.          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. [SSCI] 
40.          King, R. B. (2017). Social goals and well-being. Journal of Experimental Education, 85, 107-125. [SSCI] 
41.          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. [SSCI] 
42.          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. [SSCI] 
43.          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. [SSCI] 
44.          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. [SSCI] 
45.          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. [SSCI] 
46.          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. [SSCI] 
47.          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. [SSCI] 
48.          King, R. B., & McInerney, D. M. (2016). Culturalizing motivation research in educational psychology. British Journal of Educational Psychology, 86, 1-7. [SSCI] 
49.          King, R. B. (2016). Does your approach to time matter for your learning?   Educational Psychology, 36, 1264-1284. [SSCI] 
50.          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. [SSCI] 
51.          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. [SSCI] 
52.          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. [SSCI] 
53.          King, R. B. (2016). Is a performance-avoidance achievement goal always maladaptive? Not necessarily for collectivists. Personality and Individual Differences, 99, 190-195. [SSCI] 
54.          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. [SSCI] 
55.          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. Journal of Educational Technology & Society, 19, 170-180.
56.          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.
57.          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.
58.          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, 130-150. [SSCI] 
59.          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. [SSCI] 
60.          King, R. B. (2015). Examining the dimensional structure and nomological network of achievement goals in the Philippines. Journal of Adolescence, 44, 214-218. [SSCI] 
61.          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. [SSCI] 
62.          King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38. [SSCI] 
63.          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. [SSCI] 
64.          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 [SSCI] 
65.          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. [SSCI] 
66.          King, R. B., & Gaerlan, M. J. (2015). The role of time perspectives in the use of volitional strategies. Psychological Studies, 60, 1-6.
67.          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. [SSCI] 
68.          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. [SSCI] 
69.          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. [SSCI] 
70.          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. [SSCI] 
71.          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. [SSCI] 
72.          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. [SSCI] 
73.          King, R. B. (2014). The dark cycle of work avoidance goals and disengagement: A cross-lagged analysis. Psychological Studies, 59, 268-277.
74.          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.
75.          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. [SSCI] 
76.          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]
77.          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. [SSCI] 
78.          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. [SSCI] 
79.          Ganotice, F. A., & King, R. B. (2014). Social influences on students’ academic engagement and achievement. Psychological Studies, 59, 30-35.
80.          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. [SSCI] 
81.          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. [SSCI] 
82.          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. [SSCI] 
83.          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. [SSCI] 
84.          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. [SSCI] 
85.          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. [SSCI] 
86.          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.
87.          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. [SSCI] 
88.          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. [SSCI] 
89.          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. [SSCI] 
90.          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. [SSCI] 
91.          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. [SSCI] 
92.          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. [SSCI] 
93.          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. [SSCI] 
94.          King, R. B., McInerney, D. M., & Watkins, D. A. (2012). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 32, 749-776. [SSCI] 
95.          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. [SSCI] 
96.          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. [SSCI] 
97.          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. [SSCI] 
98.          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. [SSCI] 
99.          King, R. B., & Watkins, D. A. (2012). “Socializing” achievement goal theory: The case for social goals. Psychological Studies, 57, 112-116.
100.      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 and Information Libraries Journal, 29, 47-60. [SCI] 
101.      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. [SSCI] 
102.      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. [SSCI] 
103.      King, R. B., & 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, 7, 64-80.
104.      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.
105.      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.

1.              Zusho, A., & King, R. B. (in preparation). Cross-cultural issues in learning and teaching. In P. Schutz, & K. R. Muis (Ed)., Handbook of Educational Psychology, 4th edition.
2.              King, R. B., & McInerney, D. M. (2020). Social goal research in educational psychology: Historical underpinnings and future directions. In M. Jones (Ed). Social Goals in the Classroom (pp. 8-34). New York: Routledge.
3.              King, R. B., Datu, J. A. D., & McInerney, D. M. (2018). Personal investment theory: A cross-cultural framework for the study of motivation. In G. A. D. Liem, & D. M. McInerney (Eds.), Research on Sociocultural Influences on Motivation and Learning: Big Theories Revisited 2. Charlotte, NC: Information Age Publishing.
4.              King, R. B. (2018). Asian perspectives on learning and pedagogy. In K. Kennedy, & J. Lee (Eds.), Handbook of Schools and Schooling in Asia. Singapore: Routledge.
5.              McInerney, D. M., & King, R. B. (in press). Culture and self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Handbook of self-regulated learning, 2nd ed. Routledge
6.              King, R. B., & McInerney, D. M. (2016). Culture and motivation: The road travelled and the way ahead. In K.R. Wentzel & D. Miele (Eds.), Handbook of motivation in school, 2nd ed. New York: Routledge.
7.              Low, M. B. H., King, R. B., & Caleon, I. S. (2016). Positive emotions facilitate motivation and well-being in school: The broaden-and-build approach. In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 485-502). Singapore: Springer.
8.              King, R. B., & Bernardo, A. B. I. (2016). Advancing psychological studies on Asian learners: Continuing the legacy of David A. Watkins. In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 3-14). Singapore: Springer.
9.              Bernardo, A. B. I., & King, R. B. (2016). Asian learners: Retrospect and prospect (concluding chapter). In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 653-664). Singapore: Springer.
10.          Datu, J. A., Valdez, J. P., & King, R. B. (2016). The successful life of gritty students: Grit leads to optimal educational and well-being outcomes in a collectivist context. In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 503-518). Singapore: Springer.
11.          King, R. B., & McInerney, D. M. (2016). Do social goals matter? Examining the links between social goals and learning strategies. In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 405-420). Singapore: Springer.
12.          Caleon, I. S., Tan, J. P.-L., Chiam, C. C., Wui, G. L., & King, R. B. (2016). Academically at-risk adolescents in Singapore: The importance of teacher support in promoting academic engagement. In R. B. King, & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 519-540). Singapore: Springer.
13.          McInerney, D. M., & King, R. B. (2013). Harnessing the power of motivational factors for optimizing the success of remote indigenous students: A cross-cultural study. In R. Craven & J. Mooney (Eds.), Seeding success in indigenous Australian higher education: What research says? Emerald Publishing.
14.          King, R. B., & Watkins, D. A. (2013). Cultivating a cultural imagination in educational psychology research. In G.A.D. Liem & A.B.I. Bernardo (Eds.), A cross-cultural perspective of key issues in educational psychology: A festschrift for Dennis McInerney. Charlotte, NC: Information Age Publishing.
15.          King, R. B., & McInerney, D. M. (2013). Seeing the forest beyond the trees: A multilevel perspective on school motivation. In D.M. McInerney, H.W. Marsh., R.G. Craven, & F. Guay (Eds). Theory Driving Research: New wave perspectives on self-processes and human development. Charlotte, NC: Information Age Publishing.
16.          McInerney, D. M., & King, R. B. (2012). Traveling a thousand miles away: Motivational implications of the cross-cultural transition (pp. 205-240). In S. Karabenick & T. Urdan (Eds.), Advances in motivation and achievement, vol. 17. Emerald Publishing.
17.          King, R. B., & McInerney, D. M. (2012). Including social goals in achievement motivation research: Examples from the Philippines. In W. Lonner, D. Dinnel, S. Hayes, & D. (Eds.), Online Readings in Psychology and Culture, Unit 5. Retrieved from http://scholarworks.gvsu.edu/orpc/vol5/iss3/4. Washington: International Association of Cross-cultural Psychology.
18.          Du, H., & King, R. B. (2011). Thanatology and Terror Management Theory: Exploring possible synergies. In D. Shi, H. Lockey, & D. Lau (Eds.). Research Studies in Education, 9, 159-167. University of Hong Kong Press.
19.          King, R. B. (2010). Validating the Short Version of the Academic Emotions Questionnaire for Filipinos. In R. Fong, A. Jhaveri, & S. Yeung (Eds.). Research Studies in Education, 8, 148-161.
20.          King, R. B. (2009). Expanding achievement goal theory: The need for social goals. In X.H. Liang, R.B. King, & Y.W. Foo (Eds). Research Studies in Education, 7, 167-176.
21.          McInerney, D. M., & King, R. B. (2013). Harnessing the power of motivational factors for optimizing the success of remote indigenous students: A cross-cultural study. In R. Craven & J. Mooney (Eds.), Seeding success in indigenous Australian higher education: What research says? Emerald Publishing.
22.          King, R. B., & Watkins, D. A. (2013). Cultivating a cultural imagination in educational psychology research. In G.A.D. Liem & A.B.I. Bernardo (Eds.), A cross-cultural perspective of key issues in educational psychology: A festschrift for Dennis McInerney. Charlotte, NC: Information Age Publishing.

1.              King, R. B., Guo, J., & Chai, C.-S. (ongoing). Big data and the psychology of teaching and learning. Frontiers in Psychology.
2.              Du, H., & King, R. B. (ongoing). The psychology of economic inequality and social class. Asian Journal of Social Psychology.
3.              King, R. B., & Chen, J. J. (2019). Emotions in education: Asian perspectives. The Asia-Pacific Education Researcher. Volume 28, Issue 4.  
4.              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.
5.              King, R.B., & McInerney, D.M. (2016) (Eds.) Does culture really matter for student motivation? British Journal of Educational Psychology. Volume 86, Issue 1.
6.              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.

1.            Chen, J. J., & King, R. B. (Eds.) (forthcoming). 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. (edited book)

  1. King, R. B., & Wang, H.-W. (2019, July). Cultural influences on motivation and learning: Asian perspectives (speakers: Bih-Jen Fwu, Shun-Wen Chen, Hsiou-Huai Wang, Kuan-Hua Wang, Cherry Frondozo, and Ma. Jenina Nalipay; discussant: Allan Bernardo). Symposium at the Biennial Conference of the Asian Association of Social Psychology (AASP). Taipei, Taiwan.
  2. King, R. B., & Guo, J. (2019, April). Beyond the individual: Examining the role of culture and context in learning and motivation using large-scale cross-national data. American Educational Research Association Annual Meeting (speakers Man Xu, Hanke Korpershoek, Jiesi Guo, and Frederick Leong)
  3. King, R. B. (2015, June). Do feelings matter? Explorations on the role of emotions in education Part 1 (speakers: Allan Bernardo, Michelle Low, Imelda Caleon, Kuen Fong Sin, and Lan Yang). Symposium conducted at the Redesigning Pedagogy International Conference. Singapore
  4. King, R. B. (2015, June). Do feelings matter? Explorations on the role of emotions in education Part 2 (speakers: Wenshu Serena Luo, Jesus Alfonso Datu, Jana Patricia Valdez, Fraide Ganotice, Jr). Symposium conducted at the Redesigning Pedagogy International Conference. Singapore
  5. King, R.B. (August 2013). Culturalizing educational psychology Part 1: Implications for teaching and learning Part 1 (speakers: Allan Bernardo, Rebecca Cheng, and Wei-Wen Chen). Symposium conducted at the 10th Biennial Conference of the Asian Association of Social Psychology (AASP). Yogyakarta, Indonesia.
  6. King, R.B. (August 2013). Culturalizing educational psychology Part 2: Implications for teaching and learning (speakers: Bih-jen Fwu, Felicidad Villavicencio, Claire Qiuzhi Xie, and Jerome Ouano). Symposium conducted at the 10th Biennial Conference of the Asian Association of Social Psychology (AASP). Yogyakarta, Indonesia.

  • Invited keynote panel member (2019, April). It’s about time: Giving serious consideration to race, culture, and equity in motivation scholarship. American Educational Research Association Annual Meeting. Toronto, Canada.
  • Invited talk (2018, December). Parenting for flourishing: Using the science of positive psychology to nurture our children. Philippine Science High School System. Clark, Philippines.
  • Invited talk (2018, April). Materialism is detrimental for motivation and learning. Boston College, Boston, USA.
  • Invited talk (2018, April). Materialistic students are disengaged from school. State University of New York at New Paltz, New Paltz, USA.
  • Invited talk (2017, November). The power of thank you: Gratitude in the school context. University of Macau, Macau SAR.
  • Invited workshop (2015, August). Motivating students in the 21st century. Psychological Association of the Philippines and Asian Association of Social Psychology Conference, Cebu, Philippines.
  • Invited workshop (2015, June). Analyzing longitudinal data: Cross-lagged and latent growth models. National Institute of Education, Nanyang Technological University, Singapore.

  • Associate Editor, Educational and Developmental Psychologist (Q2, Scimago)
  • Editorial Board Member for Contemporary Educational Psychology (SSCI), Asian Journal of Social Psychology (SSCI), Educational Psychology (SSCI), and The Asia-Pacific Education Researcher (SSCI)

  • 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)
  • APS (Association for Psychological Science) Rising Star (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”
  • 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 (Australian Catholic University; Top 1% Highly-Cited Researcher in the Social Sciences and one of the most productive educational psychologists in the world)
  • 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
  • The Park Jung-heun Young Scholar Award—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)

  1. General Research Fund (Principal Investigator) (2020-2022) The psychological well-being of PhD students in Hong Kong: A territory-wide study and an international comparison (693,000HKD)
  2. Public Policy Research Fund (2019-2020) Well-being of Filipino domestic workers in Hong Kong: A public policy priority for the future (711,620HKD)
  3. Quality Education Fund (Principal Investigator) (2019-2020). Kids with character: A positive education program to promote children’s character strengths and well-being. (198,000)
  4. Quality Education Fund (Principal Investigator) (2018-2020). Happy start school project: A social and emotional learning programme to facilitate children’s transition to primary school. (959,000HKD)
  5. United Board Bamboo Shoots Program Award (Principal Investigator) (2018-2019). Promoting gratitude and hope through digital storytelling. (30,000HKD)
  6. Unilab Foundation (Principal Investigator) (2018-2020). Nurturing heart, mind, and will: A positive psychology intervention for Filipino high school students. (80,000HKD)