Projects per year
Personal profile
Personal profile
Dr. YANG Lan (Joy) is Assistant Professor at the Department of Curriculum and Instruction, the Education University of Hong Kong. She obtained her PhD degree from the University of Hong Kong in 2012 on examining the effects of performance feedback and a combination of performance and attributional feedback on enhancing Chinese students’ academic self-concept and academic achievement. She was the recipient of the Global SELF Research Network Highly Commended PhD Award (2013) based on her PhD research. Her recent research focuses on harnessing the power of formative assessment from the perspective of psychology including a wide range of influential psychological constructs (e.g., self-concept, achievement emotions, learning engagement etc.). Recently, the Psychology and Assessment SIG led by Dr. Joy Yang has been established under the KRA (https://www.eduhk.hk/artist), the Education University of Hong Kong.
Research interests
• Harnessing the power of feedback in education
• Feedback orientation and its role in the power of feedback
• Development of the Feedback Ecological Model
• Assessment for learning (AfL)
• Assessment as learning (AaL)
• Positive psychology and assessment
Teaching Interests
- Feedback and emotion
- Assessment for learning
- Assessment as learning
- Questionnaire development
- Quantitative research methodology
External Appointments
Member
- International Positive Psychology Association (IPPA)
- The European Association for Research on Learning and Instruction (EARLI)
- The American Educational Research Association (AERA)
- International Forum of Researchers in Education (IFORE)
- International Association of Cross-cultural Psychology (IACCP)
- The Comparative Education Society of Hong Kong
- The Special Education Society of Hong Kong
- Centre for Excellence in Learning and Teaching (CELT), the Education University of Hong Kong
- Centre for Research on Chinese Language and Education (CRCLE), the Education University of Hong Kong
- Centre for Advancement in Inclusive and Special Education (CAISE), The University of Hong Kong
Editorial Board
- International Journal of Comparative Education and Development
- Frontiers in Education: Assessment, Testing and Applied Measurement Section (Associate Editor)
- Frontiers in Education: Special Educational Needs Section (Review Editor)
- Frontiers in Education: Educational Psychology (Review Editor)
- Educational Psychology: An International Journal of Experimental Educational Psychology (Consulting Editor)
Reviewer
- Asia Pacific Journal of Education
- British Journal of Educational Psychology
- CAISE Review
- Education Psychology
- Educational Research and Evaluation
- Educational Research for Policy and Practice
- European Journal of Psychology of Education
- Education Journal
- Frontier in Education
- Frontier in Psychology
- Hong Kong Journal of Special Education
- International Journal of Educational Psychology
- International Journal of Chinese Language Education
- Pedagogies: An International Journal
- PlosOne
- SAGE Open
- School Psychology International
- Teaching and Teacher Education
- The Asian-Pacific Education Researcher
- The Internet and Higher Education
Professional information
Fingerprint
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Network
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Harnessing the Power of Teacher Feedback to Enhance Learning Outcomes: The Roles of Students’ Feedback Orientations and Learning Engagement
YANG, L., YAN, Z., LEUNG, S. O., TANG, S., CHIU, M. M. & SIN, K. F. K.
01/03/21 → 31/05/22
Project: Research project
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The Predictor and Outcome of Social Support Giving – a Self-Determination Theory Perspective
LAM, B. H., CHENG, W. Y. R., CHENG, C. K. E. & YANG, L.
01/01/21 → 31/08/22
Project: Research project
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Are Triarchic Model of Grit Dimensions Related to Subsequent Achievement Goals and Academic Engagement in Math and Science in Hong Kong, Mainland China, and Philippines?
YANG, L., FONG, W. T. R., YUEN, M. T., MATEO, N. J., DATU, J. A. D. & CHIU, M. M.
01/01/20 → 30/06/22
Project: Research project
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Jockey Club Youth Academy for Special Educational Needs (JCYASEN)
SIN, K. F. K., YANG, L., LEE, C. K. J., LO, S. K. & SZETO, S. Y. E.
01/01/20 → 31/12/22
Project: Research project
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Study on Transition of Chinese Language Learning and Teaching of Non-Chinese Speaking Children from Kindergarten Education to Primary Education
LIANG, Y., LAM, H. C., LIAO, X., ZHANG, L., YANG, L., LEUNG, P. W. P. & TO-CHAN, S. P. T.
01/02/21 → 31/01/22
Project: Research project
Research Outputs
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Are gritty students academically engaged in math and science?
DATU, J. A. D., YANG, L. & MATEO, N. J., May 2021, In: School Psychology. 36, 3, p. 190-195Research output: Contribution to journal › Articles › peer-review
2 Citations (Scopus) -
Assessment as learning: Maximising opportunities for student learning and achievement
YAN, Z. & YANG, L., 13 Aug 2021, Oxon: Routledge.Research output: Book/Report › Books
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Assessment-as-learning in the global assessment reforms
YAN, Z. & YANG, L., 13 Aug 2021, Assessment as learning: Maximising opportunities for student learning and achievement. YAN, Z. & YANG, L. (eds.). Oxon: Routledge, p. 1-8Research output: Chapter in Book/Report/Conference proceeding › Chapters
2 Citations (Scopus) -
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
YAN, Z., LI, Z., PANADERO, E., YANG, M., YANG, L. & LAO, H., 2021, In: Assessment in Education: Principles, Policy & Practice. 28, 3, p. 228-260Research output: Contribution to journal › Articles › peer-review
17 Citations (Scopus) -
Changing external feedback to learning opportunities: A study on Filipino university students’ feedback orientation
FRONDOZO, C. E. & YANG, L., 13 Aug 2021, Assessment as learning: Maximising opportunities for student learning and achievement. YAN, Z. & YANG, L. (eds.). Oxon: Routledge, p. 190-205Research output: Chapter in Book/Report/Conference proceeding › Chapters
Prizes
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Faculty Impact Development Award 2019/20 (Team Award)
YANG, M. (Recipient), YAN, Zi 晏子 (Recipient) & YANG, Lan 楊蘭 (Recipient), Aug 2020
Prize: Prizes / Awards
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