A5012127121- Mindfulness and Compassion Interventions
- COVID-19 and Mental Health
- Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Child and Adolescent Psychosocial and Emotional Development
- Digital Mental Health Interventions
- Education, Achievement, and Giftedness
- Motivation and Self-Concept in Sports
- Parental Involvement in Education
- Education and Critical Thinking Development
- Grit, Self-Efficacy, and Motivation
University of Hong Kong
2019-2024
Hong Kong Jockey Club
2024
Critical thinking has been widely regarded as an indispensable cognitive skill in the 21st century. However, its associations with affective aspects of psychological functioning are not well understood. This study explored interrelations between trait mindfulness, critical thinking, distortions, and distress using a moderated mediation model. The sample comprised 287 senior secondary school students (57% male 43% female) aged 14-19 from local Hong Kong. results revealed that high was...
Abstract Objectives The COVID-19 pandemic has brought substantial mental health challenges as well significant changes in the delivery of clinical care and interventions, such switching from traditional face-to-face to online mode. This study aimed compare effectiveness course experience a video-conferencing mindfulness-based intervention (MBI) with that delivered face-to-face. Method Schoolteachers ( N = 170) were randomly assigned group n 94) 76) for an 8-week MBI. schoolteachers’...
This study aimed to identify personal best goal and self-regulation as predictors of mathematics achievement for primary students. The sample comprised 3,821 (2,021 males 1,800 females) students between Grades 3 Grade 5 at 26 schools in Hong Kong. Students' goals were used predict their six months later. Multilevel structural equation models fitted the data using MPLUS software. Results showed that after controlling student gender grade level, students' predicted subsequent achievement. In...
Abstract Objectives Researchers predominantly understand mindfulness in terms of cognitivist or top-down models. However, the applicability emotion-regulation strategies from such models is questionable. The aim current study was to determine whether (distraction, suppression, and cognitive reappraisal) alternative emotion-care (anchoring, acceptance, decentering) were mechanisms that explained effects on well-being. Methods A randomized controlled trial conducted with 283 educators assigned...