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Chit-Kwong Kong, Ph.D. - Publications

Affiliations: 
2000 The Chinese University of Hong Kong, Hong Kong, Hong Kong 
Area:
Educational Psychology Education, Social Psychology, Psychometrics Psychology
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6 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2019 Wu J, Mak HK, Chan YK, Lin C, Kong C, Leung CKS, Shum HC. An in vitro pressure model towards studying the response of primary retinal ganglion cells to elevated hydrostatic pressures. Scientific Reports. 9: 9057. PMID 31227762 DOI: 10.1038/S41598-019-45510-7  0.39
2002 Marsh HW, Hau KT, Kong CK. Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students American Educational Research Journal. 39: 727-763. DOI: 10.3102/00028312039003727  0.587
2001 Marsh HW, Kong CK, Hau KT. Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students Journal of Educational Psychology. 93: 543-553. DOI: 10.1037/0022-0663.93.3.543  0.58
2000 Marsh HW, Kong CK, Hau KT. Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools. Journal of Personality and Social Psychology. 78: 337-49. PMID 10707339 DOI: 10.1037//0022-3514.78.2.337  0.553
2000 Marsh HW, Hau KT, Kong CK. Late immersion and language of instruction in Hong Kong high schools: Achievement growth in language and nonlanguage subjects Harvard Educational Review. 70: 302-345. DOI: 10.17763/Haer.70.3.Gm047588386655K5  0.551
1996 Kong C, Hau K. Students’ achievement goals and approaches to learning: the relationship between emphasis on self-improvement and thorough understanding: Research in Education. 55: 74-85. DOI: 10.1177/003452379605500107  0.511
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