Publications and Reports

Researchers at MERL have published numerous articles in reputable international journals and books. Listed on this page are a selection of recent publications.

Books

Liu, W. C., Wang, J. C. K., & Ryan, R. M. (2016). Building autonomous learners: Perspectives from research and practice using self-determination theory. Springer.

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Publications and Reports

Classroom Management

  1. Bai, B., Nie, Y., & Lee, A. N. (2020). Academic self-efficacy, task importance and interest: Relations with English language learning in an Asian context. Journal of Multilingual and Multicultural Development, 1-14. https://www.tandfonline.com/doi/abs/10.1080/01434632.2020.1746317.

  2. Bai, B., Wang, J., & Nie, Y. (2020). Self-efficacy, task values and growth mindset: What has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?  Cambridge Journal of Education, 1-20. https://www.tandfonline.com/doi/abs/10.1080/0305764X.2020.1778639?journalCode=ccje20.

  3. Kong, L. C. & Liu, W. C. (2020). Understanding motivational profiles of high-ability female students from a Singapore secondary school: A self-determination approach. The Asia-Pacific Education Researcher.  https://doi.org/10.1007/s40299-020-00504-2.

  4. Lee, A. N., Nie, Y., & Bai, B. (2020). Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A self-determination theory’s perspective. Teaching and Teacher Education, 93, 103076. https://doi.org/10.1016/j.tate.2020.103076.

  5. Liu, W. C., Wang, C. K. J., Kang, H. J., & Kee, Y. H. (2020). A motivation profile analysis of Malay students in Singapore. Asia Pacific Journal of Education, https://www.tandfonline.com/doi/abs/10.1080/02188791.2020.1770690?journalCode=cape20.

  6. Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2019). What determines teachers’ use of motivational strategies in the classroom? A self-determination theory perspective. Journal of Education, 200(3), 185-195. https://doi.org/10.1177/0022057419881171. PDF FULL TEXT

  7. Wang, C. K. J., Liu, W. C., Kee, Y. H., & Chian, L. K. (2019). Competence, autonomy, and relatedness in the classroom: Understanding students’ motivational processes using the self-determination theory. Heliyon, 5(7), e01983.  PDF FULL TEXT

  8. Gray, S., Mitchell, F., Wang, C. K. J., & Robertson, A. (2018). Understanding students’ experiences in a PE, health and well-being context: A self-determination theory perspective. Curriculum Studies in Health and Physical Education, 9(2), 157-173.  PDF FULL TEXT

  9. Kee, Y. H., Li, C., Wang, C. K. J., & Kailani, M. I. B. (2018). Motivations for volunteering and its associations with time perspectives and life satisfaction: A latent profile approach. Psychological reports, 121(5), 932-951.   PDF FULL TEXT

  10. Wang, C. K. J., Tan, L., & Dairianathan, E. I. (2018). Achievement goals, implicit theories, and intrinsic motivation: A test of domain specificity across music, visual art, and sports. Journal of Research in Music Education, 66(3), 320-337.  PDF FULL TEXT

  11. Allison, P., Gray, S., Sproule, J., Nash, C., Martindale, R., & Wang, C. K. J. (2017). Exploring contributions of project-based learning to health and wellbeing in secondary education. Improving Schools, 18(3), 207-220. https://journals.sagepub.com/doi/10.1177/1365480215599298.

  12. Wang, C. K. J., Liu, W. C., Nie, Y., Chye, Y. L. S., Lim, B. S. C., Liem, G. A., . . . Chiu, C.-Y. (2017). Latent profile analysis of students’ motivation and outcomes in mathematics: an organismic integration theory perspective. Heliyon, 3(5), e00308.  PDF FULL TEXT

  13. Liem, G. A. D. (2016). Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning. British Journal of Educational Psychology, 86(1), 37-56. PDF FULL TEXT

  14. Ng, B., Wang, C. K. J., & Liu, W. C. (2016). Student motivation and learning in mathematics and science: A cluster analysis.  International Journal of Science and Mathematics Education,   14(7), 1359-1376.  PDF FULL TEXT

  15. Liem, G. A. D., McInerney, D. M., & Yeung, A. S. (2015). Academic self-concepts in ability streams: Considering domain specificity and same-stream peers. The Journal of Experimental Education, 83 (1), 83-109.  PDF FULL TEXT

  16. Ng, B., Liu, W. C. & Wang, C. K. J. (2015).  A preliminary examination of teachers’ and students’ perspectives on autonomy-supportive instructional behaviors. Qualitative Research in Education, 4(2), 192-221.  PDF FULL TEXT

  17. Ng, B., Liu, W. C., & Wang, C. K. J. (2015). Motivational-cognitive profiles of learners: Cluster movement. Personality and Individual Differences, 85, 128-133. https://www.sciencedirect.com/science/article/abs/pii/S0191886915003190.

  18. Ng, B., Wang, C. K. J., & Liu, W. C. (2015). Self-regulated learning in Singaporean context: A congeneric approach of confirmatory factor analysis". International Journal of Research and Method in Education, 40(1), 91-107. https://www.tandfonline.com/doi/abs/10.1080/1743727X.2015.1075125?journalCode=cwse20

  19. Liu, W. C., Wang, C. K. J., Kee, Y. H., Koh, C., Lim, B. S., & Chua, L. (2014).  College students’ motivation and learning strategies profiles and academic achievement: A self-determination theory approach. Educational Psychology, 34(3), 338-353.  PDF FULL TEXT

  20. Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S., & Wang, C. K. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38 (1), 93-110.

  21. Liem, G. A. D., Marsh, H. W., Martin, A. J., McInerney, D. M., & Yeung, A. S. (2013). The big-fish-little-pond effect and a national policy of within-school ability streaming: Alternative frames of reference. American Educational Research Journal, 50(2), 326-370.  PDF FULL TEXT

  22. Nie, Y., & Liem, G. A. D. (2013). Extending antecedents of achievement goals: The double-edged sword effect of social-oriented achievement motive and gender differences.  Learning and Individual Differences, 23 , 249-255.
  23. Jang, L. Y., & Liu, W. C. (2012). 2 × 2 Achievement goals and achievement emotions: A cluster analysis of students' motivation. European Journal of Psychology of Education, 27, 59-76. PDF FULL TEXT

  24. Kee, Y. H., Wang, C. K. J., Lim, B. S. C., & Liu, W. C. (2012). Secondary Students’ Motivation and Learning Strategies Profiles: The importance of an Autonomy-Supportive Classroom Structure.. In Franco, J. N. & Svensgaard, A. E. (Eds.),  Handbook on psychology of motivation: New research  (pp. 271-282). New York: Nova Publisher.

  25. Liem, G. A. D., Ginns, P., Martin, A. J., Stone, B., & Herrett, M. (2012). Personal best goals and academic and social functioning: A longitudinal perspective. Learning and Instruction, 22(3), 222-230.  PDF FULL TEXT

  26. Liem, G. A. D., & Martin, A. J. (2011). Peer relationships and adolescents’ academic and non‐academic outcomes: Same‐sex and opposite‐sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81(2), 183-206.  PDF FULL TEXT

  27. Nie, Y., Lau, S., & Liau, A. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6), 736-741.

  28. Nie, Y., & Lau, S. (2010). Differential relations of traditional and constructivist instruction to students' cognition, motivation, and achievement. Learning and Instruction, 20(5), 411-423.

  29. Wang C. K. J., Liu, W. C., & Chye, S. (2010). Achievement goals, implicit theories and behavioral regulation among polytechnic engineering students. International Journal of Research and Review, 5(2), 1-17. PDF FULL TEXT

  30. Koh, C. (2009). Assessment Strategies in Problem-based Learning. In Ee, J., & Tan, O. S. (Eds.), PBL Made Simple: Lessons for the Classroom (pp. 81-94). Singapore: Cengage Learning Asia.

  31. Nie, Y., & Lau, S. (2009). Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary Educational Psychology, 34, 185-194.

  32. Wong, I. Y-F., Ee, J.,Huan, V., Liu, W. C., & Lim, K. M. (2009). PBL for Teacher Trainees in Psychology. In Ee, J. & Tan, O. S. (Eds.), PBL made Simple: Lessons for the Classroom (pp. 283-296). Singapore: Cengage Learning Pte Ltd.

  33. Koh, C. (2008). Attribution theory and the improvement of students' motivational styles in classroom contexts: Identification of students’ motivational styles and attribution retraining. In Towndrow, P. A., Koh, C.,& Tan, H. S. (Eds.), Motivation and Practice for the Classroom (pp. 185 - 204). Rotterdam: Sense Publishers.

  34. Lau, S., Liem, A. D., & Nie, Y. (2008). Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 78, 639-662.

  35. Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions, Journal of Educational Psychology, 100, 15-29.

  36. Liem, G. A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting cognitive engagement, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486-512.

  37. Liu, W. C., & Chye, S (2008). The importance of perceived needs satisfaction: A look at polytechnic students’ motivation. In Towndrow, P. A., Koh, C., Tan, H. S., & Chan, D. F. C. (Eds.), Motivation and practice for the classroom (pp. 255-269). Netherlands: Sense Publishers.

  38. Towndrow, P.A., Koh, C., & Tan, H. S. (2008). Motivation and Practice for the Classroom. Rotterdam: Sense Publishers.

  39. Wang, C. K. J., Ang, P. R., Teo-Koh, S. M., & Kahlid, A. (2004). Motivational predictors of young adolescents' participation in an outdoor adventure course: A self-determination theory approach. Journal of Adventure Education and Outdoor Learning, 4(1), 57-65.
Cross-cultural
  1. Wang, C. K. J., Pyun, D. Y., Li, C., & Lee M. (2016). Talent development environment and achievement goals adoption among Korean and Singaporean athletes: Does perceived competence matters? International Journal of Sports Science and Coaching, 11(4), 496-504.

  2. Wang, C. K. J., Liu, W. C., Nogawa, H., & Sun, Y. (2015). The influence of Japanese sporting culture on sport participation and life aspirations. Asia Pacific Journal of Sport and Social Science, 4(2),113-123.

  3. Wang, C. K. J., Hagger, M. S., & Liu, W. C. (2009). A cross-cultural validation of perceived locus of causality in physical education context. Research Quarterly for Exercise and Sport, 80(2), 313-325.

  4. Liem, G. A. D., & Nie, Y. (2008). Values, achievement goals, and individual-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary students. International Journal of Psychology, 43, 898-903.

  5. Koh, C., & Galloway, D. (2006). Assessing motivational styles of students in the South-East Asian context of Singapore. Asia Pacific Education Review, 7(2), 184-194.

  6. Hagger, M. S., Chatzisarantis, N., Barkoukis, V., Wang, C. K. J. & Baronowski, J. (2005). Perceived autonomy support in physical education influences autonomous motives and intentions toward physical activity in a leisure-time context: A cross-cultural evaluation of the trans-contextual model. Journal of Educational Psychology, 97, 376-390.
Digital Gaming/Learning
  1. Ferguson, C. J., & Wang, C. K. J. (2021). Aggressive Video Games are Not a Risk Factor for Mental Health Problems in Youth: A Longitudinal Study. Cyberpsychology, Behavior, and Social Networking, 24(1), 70-73. https://www.liebertpub.com/doi/10.1089/cyber.2020.0027.

  2. Ferguson, C. J., & Wang, C. K. J. (2019). Aggressive video games are not a risk factor for future aggression in Youth: A longitudinal study. Journal of Leisure Research, 50(4), 330-349. PDF FULL TEXT

  3. Przybylski, A. K, & Wang, C. K. J. (2016). A large scale test of the gaming-enhancement hypothesis. PeerJ . 4:e2710  https://doi.org/10.7717/peerj.2710

  4. Wang, C. K. J., Liu, W. C., Chye, S. & Chatzisarantis, N. L. D. (2011). Understanding motivation in internet gaming among Singaporean youth: The role of passion. Computers in Human Behavior, 27(3), 1179-1184.

  5. Koh, C., Tan, H. S., Tan, K. C., Fang, L., Fong, F. M., Kan, D., Lye, S. L., & Wee, M. L. (2010). Investigating the effect of 3D simulation-based learning on the motivation and performance of engineering students. Journal of Engineering Education, 99(3), 237-251.

  6. Wang, C. K. J., Khoo, A., Liu, W. C., & Divaharan, S. (2008). Passion and intrinsic motivation in digital gaming, CyberPsychology and Behavior, 11(1), 39-45.
Exercise & Physical Activity
  1. Kee, Y. H., Aye, K. M., Ferozd, R., & Li, C. (2019). Effects of a brief strange loop task on immediate word length comparison: A mindfulness study on non-striving. Frontiers Psychology, 10, 2314. https://doi.org/10.3389/fpsyg.2019.02314.  FULL PDF TEXT

  2. Wang, C. K. J., Morin, A. J. S., Liu, W. C., & Chian, L. K. (2016). Predicting physical activity intention and behaviour using achievement goal theory: A person-centered analysis. Psychology for Sport and Exercise, 23, 13-20.

  3. Wang, C. K. J., Leng, H. K., & Kee, Y. H. (2015). Use of Facebook in physical activity intervention programme: A test of self-determination theory. International Journal of Sport Psychology, 46(3), 210-224. FULL PDF TEXT

  4. Wang, C. K. J., Pyun, D. Y., Liu, W. C., Lim, B. S. C., & Li, F. (2013). Longitudinal changes in physical fitness performance in youth: A multilevel latent growth curve modeling approach. European Physical Education Review, 19, 329-346.

  5. Wang, C. K. J., Liu, W. C., Yanlin Sun, Lim, C. B. S. & Chatzisarantis, N. L. D. (2010). Chinese students’ motivation in physical activity: goal profile analysis using Nicholl’s achievement goal theory. International Journal of Sport and Exercise Psychology, 8(3), 284-301.

  6. Wang, C. K. J., Liu, W. C., Lochbaum, M. R. & Stevenson, S. J. (2009). Sports ability beliefs, 2 x 2 achievement goals, intrinsic motivation: the moderating role of perceived competence in sport and exercise. Research Quarterly for Exercise and Sport, 80(2), 303-312.

  7. Biddle, S. J. H. & Wang, C. K. J. (2003). Motivation and self-perception profiles and links with physical activity in adolescent girls. Journal of Adolescence, 26, 687-701.

  8. Chatzisarantis, N., Hagger, M. S., Biddle, S. J. H., Smith, B. & Wang, C. K. J. (2003). A meta-analysis of perceived locus of causality in exercise, sport, and physical education contexts. Journal of Sport and Exercise Psychology, 25, 284-306.

  9. Sun, Y., Wang, C. K. J., & Biddle, S. J. H. (2001). Goal orientation and self-determination theories in youth physical activity: Age and gender differences. Journal of Tianjin Institute of Physical Education, 16(3), 10-14.

  10. Wang, C. K. J. & Biddle, S. J. H. (2001). Young people's motivational profiles in physical activity: A cluster analysis. Journal of Sport and Exercise Psychology, 23(1), 1-22.
Health Behaviour
  1. Hagger, M. S., Panetta, G., Leung, C. M., Wong, G. G., Wang, C. K. J., Chan, D. C. K., Keatley, D. A., & Chatzisarantis, N. L. D. (2013). Chronic inhibition, self-control and eating behavior: Test of a 'resource depletion' model. PLoS ONE, 8(10): e76888.  https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0076888.

  2. Chatzisarantis, N. L. D., Hagger, M. S., Kamarova, S., & Kawabata, M. (2012). When effects of the universal psychological need for autonomy on health behaviour extend to a large proportion of individuals: A field experiment. British Journal of Health Psychology, 17, 785-797.

  3. Chatzisarantis, N. L. D., & Hagger, M. S. (2010). Effects of implementation intentions linking suppression of alcohol consumption to socializing goals on alcohol-related decisions. Journal of Applied Social Psychology, 40(7), 1618–1634.

  4. Chatzisarantis, N. L. D., Hagger, M. S., & Wang, C. K. J. (2010). Evaluating the effects of implementation intention and self-concordance on behavior. British Journal of Psychology, 101(4), 705-718.

  5. Chatzisarantis, N. L. D., Hagger, M. S., Wang, C. K. J., & Thogersen-Ntoumanis, C. (2009). The effects of social identity and perceived autonomy support on health behaviour within the theory of planned behaviour. Current Psychology, 28(1), 55-68.
    Physical Education
  1. Pyun, D. Y., Wang, C. K. J., & Koh, K. T. (2020). Testing a proposed model of perceived cognitive learning outcomes in outdoor education. Journal of Adventure Education & Outdoor Learning, 50(4), 330-349.  https://doi.org/10.1080/14729679.2019.1660191

  2. Warburton, V. E., Wang, C. K. J., Bartholomew, K. J., Tuff, R. L., & Bishop, K. C. M. (2019). Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport. Motivation and Emotion, https://doi.org/10.1007/s11031-019-09798-2. FULL PDF TEXT

  3. Wang, C. K. J. & Tan, T. M. A. (2019). Factors affecting the teachers’ use of motivational strategies in the physical education class. European Journal of PE & Sport, 7(2), 74-82. https://dr.ntu.edu.sg/handle/10356/70322

  4. How, Y. M., & Wang, C. K. J. (2016). The effectiveness of an autonomy-supportive teaching structure in physical education. RICYDE, Revista Internacional de Ciencias del Deporte, Special Issue, 43, 5-26.  FULL PDF TEXT
  5. Lim, B. S. C., How, Y. M., Tan, S. H, Wang, C. K. J., & Kamarova, S. (2016). Adolescents’ self-determination profiles in physical education: Introjection and its implications. International Sports Studies, 38(2), 4-20.  FULL PDF TEXT

  6. Wang, C. K. J., Morin, A. J., Ryan, R. M., & Liu, W. C. (2016). Students’ motivational profiles in the physical education context. Journal of Sport and Exercise Psychology, 38, 612-630.

  7. Jaakkola, T., Wang, C. K. J., Yli-Piipari, S., & Liukkonen, J. (2015). A multilevel latent growth modeling of the longitudinal changes in motivation regulations in physical education. Journal of Sports Science and Medicine, 14, 163-171.

  8. Jaakkola, T., Wang, C. K. J., Soini, M., & Liukkonen, J. (2015). Students’ perceptions of motivational climate in Finnish physical education: A latent profiles analysis. Journal of Sports Science and Medicine, 14, 477-483.

  9. Kee, Y. H., & Liu, Y. T. (2011). Effects of dispositional mindfulness on the self-controlled learning of a novel motor task. Learning and Individual Differences, 21(4), 468-471.

  10. Wang, C. K. J., Liu, W. C., Chatzisarantis, N. L. D., & Lim, C. B. S. (2010). Influence of perceived motivational climate on achievement goals in physical education: a structural equation mixture modeling analysis. Journal of Sport & Exercise Psychology, 32(3), 324-338.

  11. Chen, L. H., Wu, C.-H., Kee, Y. H., Lin, M.-S., & Shui, S.-H. (2009). Fear of failure, 2 x 2 achievement goal and self-handicapping: An examination of the hierarchical model of achievement motivation in physical education. Contemporary Educational Psychology, 34, 298–305.

  12. Lim, B. S. C., & Wang, C. K. J. (2009). Perceived autonomy support, behavioural regulations in physical education and physical activity intention. Psychology of Sport and Exercise, 10, 52-60.

  13. Wang, C. K. J., & Liu, W. C. (2009). Character development through Physical Education. In Alpin, N. (Ed.), Perspectives on Physical Education and Sport Science in Singapore: An Eye on the Youth Olympics 2010 (pp. 115-131). Singapore: McGraw-Hill.

  14. Chian, L. K. Z., & Wang, C. K. J. (2008). Motivational profiles of junior college athletes in Singapore: A cluster analysis. Journal of Applied Sport Psychology, 20, 137-156.

  15. Wang, C. K. J., & Liu, W. C. (2008). Promoting Intrinsic Motivation in Physical Education: The Role of Beliefs, Goals, and Self-Determination. In Towndrow, P. A., Koh, C., & Tan, H. S. (Eds.), Motivation and practice for the classroom (pp. 129-142). Netherlands: Sense Publishers.

  16. Sproule, J., Wang, C. K. J., McNeill, M., Morgan, K., & McMorris, T. (2007). Effects of motivational climate in Singaporean physical education lessons on intrinsic motivation and physical activity intention. Personality and Individual Differences, 43, 1037-1049.

  17. Wang, C. K. J., & Liu, W. C. (2007). Promoting enjoyment in girls' physical education: The impact of goals, beliefs, and self-determination. European Physical Education Review, 13, 145-164.

  18. Wang, C. K. J. & Koh, T. H. M. (2006). Sport ability beliefs, self-determination and beliefs about the purposes of physical education among Singaporean potential preservice teachers. Asian Journal of Exercise and Sports Science, 3 (1), 25-34.

  19. Wang, C. K. J., Liu, W. C., & Kahlid, A. (2006). Effects of a five-day Outward Bound course on female students in Singapore. Australian Journal of Outdoor Education, 10(2), 20-28. doi.org/10.1007/BF03400836

  20. Chatzisarantis, N., Hagger, M. S., Biddle, S. J. H., Smith, B. & Wang, C. K. J. (2003). A meta-analysis of perceived locus of causality in exercise, sport, and physical education contexts. Journal of Sport and Exercise Psychology, 25, 284-306.

  21. Wang, C. K. J., Chatzisarantis, N. L. D., Spray, C. M., & Biddle, S. J. H. (2002). Achievement goal profiles in school physical education: Differences in self-determination, sport ability beliefs, and physical activity. British Journal of Educational Psychology, 72, 433-445.

  22. Spray, C. M., & Wang, C. K. J. (2001). Goal orientations, self-determination, and pupils' discipline in physical education. Journal of Sports Sciences, 19, 903-913.
Project Work
  1. Sproule, J., Martindale, R., Wang, C. K. J., Allison, P., Nash, C., & Gray, S. (2013). Investigating the experience of outdoor and adventurous project work in an educational setting using a self-determination framework, European Journal of Physical Education, 19, 315-328.

  2. Wang, C. K. J., Liu, W. C., Koh, C., Tan, O. S., & Ee, J. (2011). A motivational analysis of project work in Singapore using self-determination theory. Journal of Research and Review, 7(1), 45-66.

  3. Ee, J., Wang, C. K. J., Koh, C., Tan, O. S., & Liu, W. C. (2009). Goal Orientations & Metacognitive Skills of Normal Technical & Normal Academic Students on Project Work. Asia Pacific Education Review, 10(3), 337-344.

  4. Koh, C., Wang, C. K. J., Tan, O. S., Liu, W. C, & Ee, J. (2009). Bridging the gaps between students’ perceptions of project work and teachers’ expectations. The Journal of Educational Research, 102(5), 333-348.

  5. Liu, W. C., Wang, C. K. J., Tan, O. S., Ee, J., & Koh, C. (2009). A self-determination approach to understanding students' motivation in project work. Learning and Individual Differences, 19, 139-145.

  6. Liu, W. C., Wang, C. K. J., Tan, O. S., Ee, J. & Koh, C. (2009). Understanding students' motivation in project work: A 2 x 2 achievement goal approach. British Journal of Educational Psychology, 79, 87-106.

  7. Koh, C. (2008). Group work as a strategy for attribution retraining in the Asian educational context of Singapore. Asia Pacific Education Review, 9(2), 81-93.

  8. Koh, C., Wang, C. K. J.,Tan, O. S., Ee, J., & Liu, W. C. (2008). Effective practices in group project work: Exploring the views of students and teachers.. In McInerney, D. M.,& Liem, A. D. (Eds.), Research on Sociocultural Influences on Motivation and Learning: Teaching & Learning - International Best Practice (Vol.8) (pp. 223-243). Charlotte, NC: Information Age Publishing, Inc.

  9. Wang. C. K. J., Neill, J. T., Liu, W. C., Tan, O. S., Koh, C., & Ee, J. (2008). Project work and life skills: Psychometric properties of the Life Effectiveness Questionnaire for Project Work. Educational Research Journal, 21(1), 23-41.

  10. Koh, C., Tan, O. S., Wang, C. K. J., Ee, J., & Liu, W. C. (2007). Perceptions of low ability students on group project work and cooperative learning. Asia Pacific Education Review, 8(1), 89-99.

  11. Liu, W. C., Tan, O. S., Wang, C. K. J., Koh, C., & Ee, J. (2007). Motivation in the context of project work: The self-determination perspective. In D. M. McInerney, S. Van Etten & M. Dowson (Eds.), Research on Sociocultural Influences on Motivation and Learning: Standards in Education (Vol 7) (pp. Chapter 9, 189-213). Greenwich, CT: Information Age Publishing.

  12. Liu, W. C., Wong, A. F. L., Divaharan, S., Peer, J., Quek, C. L., & Williams, M. D. (2006). Students' intrinsic motivation in project-based learning using an asynchronous discussion platform. Educational Research Journal, 21, 217-234.

  13. Liu, W. C., & Wang, C. K. J. (2004). Project work and lower-ability stream students. In B. T. Ho, N. Jo-Ann & S. C. Chang (Eds.), Managing project work in schools: Issues and innovative practices (pp. 140-152). Singapore: Pearson.
Psychometrics
  1. Cho, H., Pyun, D. Y., & Wang, C. K. J. (2019). Leisure nostalgia: Scale development and validation. Journal of Leisure Research, 50(4). 330-349. FULL PDF TEXT

  2. Ng, B., Wang, C. K. J., & Liu, W. C. (2017). Self-regulated learning in Singaporean context: A congeneric approach of confirmatory factor analysis. International Journal of Research and Method in Education, 40(1), 91-107. DOI:10.1080/1743727X.2015.107512

  3. Wang, C. K. J., Liu, W. C., Sun, Y., & Chua, L. L. (2017). Psychometric properties of the 3 x 2 achievement goal questionnaire for sport. International Journal of Sport and Exercise Psychology, 1-15. FULL PDF TEXT

  4. Kawabata, M., Yamazaki, F., Guo, D. W., & Chatzisarantis, N. L. D. (2016). Advancement of the Subjective Vitality Scale: Examining alternative measurement models for Japanese and Singaporeans. Scandinavian Journal of Medicine and Science in Sports. DOI: 10.1111/sms.12760

  5. Li, C., Kawabata, M., & Zhang, L. (2016). Validity and reliability of the Sport Motivation Scale-II for Chinese athletes. International Journal of Sport and Exercise Psychology. DOI: 10.1080/1612197X.2016.1153130.

  6. Li, C., Koh, K. T., Wang, C. K. J., & Chian, L. K. (2015). Sports participation and moral development outcomes: examination of validity and reliability of the Prosocial and Antisocial Behavior in Sport Scale. International Journal of Sports Science, Coaching, 10, 505-514.

  7. Li, C., Wang, C. K. J., Pyun, D. Y., & Martindale, R. (2015). Further development of the Talent Development Environment Questionnaire for sport. Journal of Sports Sciences, 33, 1831-1843.  DOI: 10.1080/02640414.2015.1014828.

  8. Lee, A. N., & Nie, Y. (2013). Development and validation of the school leader empowering behaviours (SLEB) scale. The Asia-Pacific Education Researcher, 22(4), 485-495. https://doi.org/10.1007/s40299-012-0047-8.

  9. Kawabata, M., & Mallett, C. J. (2013). Examining discriminant validity issues of the Sport Motivation Scale-6. Journal of Sports Sciences, 31(2), 173-180. doi:10.1080/02640414.2012.723132.

  10. Nie, Y., Lau, S., & Liau, A. (2012). The Teacher Efficacy Scale: A Reliability and Validity Study. The Asia-Pacific Education Researcher, 21(2), 414-421.

  11. Wang, C. K. J., Hagger, M. S., & Liu, W. C. (2009). A cross-cultural validation of perceived locus of causality in physical education and sport contexts. Research Quarterly for Exercise and Sport, 80, 313-325.

  12. Wang, C. K. J., Liu, W. C., & Khoo, A. (2009). The psychometric properties of dispositional flow scale-2 in internet gaming. Current Psychology, 28(3), 194-201.

  13. Wang, C. K. J., Pyun, D. Y., Kim. J. Y., & Chatzisarantis, N. L. D. (2009). Testing for multigroup invariance of the perceived locus of causality in physical education. Personality and Individual Differences, 47, 590-594.

Sports

  1. Kee, Y. H. (2019). Mindfulness and its relevance for sports coaches adopting nonlinear pedagogy. International Journal of Sports Science & Coaching, 14(3), 419-427. https://doi.org/10.1177/1747954119830819.

  2. Kee, Y. H. (2019). Looking east for mindfulness: A glimpse of practices and research on shaolin martial arts and related practices to advance sport psychology. Psych, 1, 76-91. PDF FULL TEXT

  3. Wang, C. K. J., Tan, L., & Dairianathan, E. I. (2018). Achievement goals, implicit theories, and intrinsic motivation: A test of domain specificity across music, visual art, and sports. Journal of Research in Music Education, 66(3), 320-337. DOI: 10.1177/0022429418784563

  4. Li, C., Wang, C. K. J., & Pyun, D. Y. (2017). The roles of the talent development environment on athlete burnout: A Qualitative study. International Journal of Sport Psychology, 48(2), 143-164.

  5. Li, C., Wang, C. K. J., & Pyun, D. Y. (2016). Impacts of talent development environments on athlete burnout: A self-determination perspective. Journal of Sports Sciences, 1-8.

  6. Koh, K. T., & Wang, C. K. J. (2015). Gender and type of sport differences on perceived coaching behaviours, achievement goal orientations, and life aspirations of youth Olympic games Singaporean athletes. International Journal of Sport and Exercise Psychology, 13(2), 91-103. DOI: 10.1080/1612197X.2014.932820

  7. Li , C., Wang, C. K. J., & Pyun, D. Y. (2014). Talent Development Environmental Factors in Sport: A Review and Taxonomic Classification. QUEST, 66(4), 433-447.

  8. Chew, C. W. E., & Wang, C. K. J. (2013). Parents as social context in youth sport: A validation of the PASCQ with adolescent Singapore athletes. International Sports Studies, 35(2), 34-46.

  9. Li, C., Wang, C. K. J., Pyun, D. Y., & Kee, Y. H. (2013). Burnout and its relations with basic psychological needs and motivation among athletes: A systematic review and meta-analysis. Psychology of Sport and Exercise, 14, 692-700.

  10. Chew, E., & Wang, J. (2010). Perceptions of parental autonomy support and control, and aspirations of student athletes in Singapore. In M. Chia & J. Chiang (Eds.), Sport science & studies in Asia: Reflection, issues and emergent solutions (pp. 231-248). Singapore: World Scientific.

  11. Wang, C. K. J., Koh, K. T., & Chatzisarantis, N. L. D. (2009). An intra-individual analysis of players' perceived coaching behaviours, psychological needs, and achievement goals. International Journal of Sports Science and Coaching, 4(2), 177-192.

  12. Kee, Y. H., & Wang, C. K. J. (2008). Relationships between mindfulness, flow dispositions and mental skills adoption: A cluster analytic approach. Psychology of Sport and Exercise, 9, 393-411.

  13. Spray, C., Wang, C. K. J., Biddle, S., & Chatzisarantis, N. (2006) Understanding motivation in sport: An experimental test of achievement goal and self-determination theories. European Journal of Sports Science, 6, 43-51.

  14. Wang, C. K. J., Chia, M., Quek, J. J. & Liu, W. C. (2006). Patterns of physical activity, sedentary behaviours and psychological determinants among Singaporean school children. International Journal of Sport & Exercise Psychology, 4, 227-249.

  15. Hagger, M. S., Chatzisarantis, N., Barkoukis, V., Wang, C. K. J., & Baronowski, J. (2005). Perceived autonomy support in physical education influences autonomous motives and intentions toward physical activity in a leisure-time context: A cross-cultural evaluation of the trans-contextual model. Journal of Educational Psychology, 97, 376-390.

  16. McNeill, M. & Wang, C. K. J. (2005). Psychological profiles of elite sports players in Singapore. Psychology of Exercise and Sport, 6, 117-128.

  17. Chatzisarantis, N., Hagger, M. S., Biddle, S. J. H., Smith, B., & Wang, C. K. J. (2003). A meta-analysis of perceived locus of causality in exercise, sport, and physical education contexts. Journal of Sport and Exercise Psychology, 25, 284-306.

  18. Wang, C. K. J., & Biddle, S. J. H. (2003). Intrinsic motivation towards sports in Singaporean students: The role of sport ability beliefs. Journal of Health Psychology, 8, 515-523.

  19. Wang, C. K. J., Liu, W. C., Sun, Y., & Biddle, S. J. H. (2003). Female secondary students' sport ability beliefs and regulatory styles: Enjoyment or boredom? Journal of Tianjin Institute of PE, 18, 13-18.
Teachers
  1. Liu, W. C., & Sitoe, C. Y. (2019). Student teachers’ psychological needs, subjective experience and perceived competence in teaching during practicum. Asia Pacific Journal of Education. PDF FULL TEXT

  2. Li, C., Wong, N. K., Sum, R. K., & Yu, C. W. (2019). Preservice teachers’ mindfulness and attitudes toward students with autism spectrum disorder: The role of basic psychological needs satisfaction. Adapted Physical Activity Quarterly, 36(1), 150-163. PDF FULL TEXT

  3. Lee, A. N., & Nie, Y. (2017). Teachers’ perceptions of school leaders’ empowering behaviours and psychological empowerment: Evidence from a Singapore sample”. Educational Management Administration and Leadership. 45(2), 36-58. https://doi.org/10.1177/1741143215578448.

  4. Lee, A. N., & Nie, Y. (2016). Teachers’ perceptions of school leader empowering behaviors on psychological empowerment: A moderated path analysis. New Waves-Educational Research and Development Journal, 19(2), 260-283.

  5. Lee, A. N., & Nie, Y. (2014). Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes. Teaching and Teacher Education, 41, 67-79. http://dx.doi.org/10.1016/j.tate.2014.03.006.

  6. Chye, S. Y., Liau, A. K., & Liu, W. C. (2013). Student teachers’ motivation and perceptions of e-portfolio in the context of problem-based learning. The Asia-Pacific Education Researcher, 22(4), 367-375. PDF FULL TEXT

  7. Nie, Y., Tan, G. H., Liau, A., Lau, S., & Chua, B. L. (2013). The Roles of Teacher Efficacy in Instructional Innovation: Its Predictive Relations to Constructivist and Didactic Instruction. Educational Research for Policy and Practice, 12(1), 67-77.

  8. Tan, O. S., Liu, W. C., & Low, E. L. (2012). Educational Reforms and Teacher Education Innovations in Singapore. In Tan, O.S. (Ed.), Teacher Education Frontiers: International Perspectives on Policy and Practice for Building New Teacher Competencies (pp. 71-92). Singapore: Cengage Learning Asia.

  9. Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American Educational Research Journal, 45, 597-630.

  10. Wang, C. K. J., & Liu, W. C. (2008). Teachers' motivation to teach National Education in Singapore: A self-determination theory approach. Asia Pacific Journal of Education, 28(4), 395-410.