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> Associate Professor Ronnel Bornasal KING
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Professor Ronnel Bornasal KING
Personal Information
Position and Department
Associate Professor
,
Department of Curriculum and Instruction
ORCiD
0000-0003-1723-1748
CUHK Research Outputs
Development and Validation of the Artificial Intelligence Learning Intention Scale (AILIS) for University Students
(
2024
)
Income inequality is associated with heightened test anxiety and lower academic achievement: A cross-national study in 51 countries
(
2024
)
Information and communication technology engagement and digital reading: How meta-cognitive strategies impact their relationship
(
2024
)
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches
(
2023
)
Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers
(
2023
)
Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney
(
2023
)
Digital courseware meets professional learning community: blended learning to improve the teaching of early literacy in a developing country
(
2023
)
Examining the cross-cultural generalizability of the self-determination theory
(
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)
(
2023
)
Exploring wellbeing in education during the COVID-19 pandemic: emerging research and implications for the future
(
2023
)
Gratitude is its own reward: how grateful students have better motivation and engagement
(
2023
)
Less Equal, Less Satisfied? Gender Inequality Hampers Adults’ Subjective Well-Being via Gender-Role Attitudes
(
2023
)
Motivated Strategies for Learning Questionnaire (MSLQ): Adaptation, validation, and development of a short form in the Chinese context for mathematics
(
2023
)
Overcoming adversity: exploring the key predictors of academic resilience in science
(
2023
)
Perceived need-supportive leadership, perceived need-supportive teaching, and student engagement: A self-determination perspective
(
2023
)
Positive mental health literacy for teachers: adaptation and construct validation
(
2023
)
Re-imagining teaching, learning, and well-being amidst the COVID-pandemic: challenges, opportunities, and recommendations
(
2023
)
Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality
(
2023
)
Students' and schools' expectancy-value beliefs are associated with reading achievement: A cross-cultural study
(
2023
)
Subjective economic inequality is associated with lower well-being through more upward comparison and lower trust
(
2023
)
Supervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students’ research experience
(
2023
)
Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance
(
2023
)
The Concurrent Trajectories of Utility Value, Metacognitive Strategy Use, and Achievement
(
2023
)
The cultural correlates of learning poverty: The roles of long-term orientation and power distance
(
2023
)
The mental health and well-being of students and teachers during the COVID-19 pandemic: combining classical statistics and machine learning approaches
(
2023
)
The research experience of postgraduate students: a mixed-methods study
(
2023
)
The roles of empathy and citizenship in promoting students’ learning perseverance in STEM education
(
2023
)
The Roles of School Counsellors in the Philippines: Challenges and Opportunities
(
2023
)
Understanding Chinese Students' Well-Being: A Machine Learning Study
(
2023
)
Understanding Filipino students’ achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts
(
2023
)
University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs
(
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)
(
2023
)
Why do East Asian students do so well in mathematics? A machine learning study
(
2023
)
Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West
(
2023
)
Learning and teaching during Covid-19 and beyond: educational psychology perspectives
(
2022
)
Students Who Want to Contribute to Society Have Optimal Learning-Related Outcomes
(
2022
)
Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West
(
2021
)
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