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Prof. LAM Shui-fong
Professor

LAM_SF

EDUCATION
B.A. (CUHK), PDEd (CUHK)
M.Ed. (U. of Texas)
Ph.D. (U. of Minnesota)

CONTACTS
Office: 6.06
Phone: (852) 3917-2388
Email: lamsf@hku.hk
HKU Researcher Page: http://hub.hku.hk/rp/rp00568

RESEARCH INTERESTS
Achievement motivation
Teaching and learning strategies
Parenting and parent education
Positive psychology

AWARDS
Outstanding Teaching Award of the Faculty of Social Sciences, HKU (2012)
Outstanding Teaching Award of the Teaching Excellence Award Scheme, HKU (2012)
Outstanding International Scholar Award, International School Psychology Association (2015)
Distinguished Chinese Alumni Award, The University of Minnesota (2015)
Knowledge Exchange Award, Social Sciences Faculty, HKU (2016)

RECENT PUBLICATIONS
Chan, T. O., & Lam, S.-f. (in press). Mediator or moderator? The role of mindfulness in the association between behaviour problems and parental stress. Research in Developmental Disabilities

Lam, S.-f., Law, W., Chan, C.-K., Zhang, X., Wong, B. H. P. (in press). Will victims become aggressors or vice versa? A cross-lagged analysis of school aggression. Journal of Abnormal Child Psychology.

Ng, F. F.-Y., Pomerantz, E. M., Lam, S.-f., & Deng, C. (in press). The role of mother’s child-based worth in their affective responses to children’s performance. Child Development.

Lam, S.-f. (in press). An international research collaboration on student engagement. In C. Hatzichristou & Nastasi, B. K. (Eds.). Handbook of school psychology in a global context. Springer.

Law, Y.-k., Lam, S.-f., Law, W., & Tam, Z. P. Y. (2017). Enhancing peer acceptance of children with learning difficulties: Classroom climate and effects of a storytelling programme with drama techniques. Educational Psychology, 37, 537-549.

Au, A., & Lam, S.-f. (2017) Understanding response patterns in dyadic conflict: an interactive approach combining self-construal and opponent’s dominance-submissiveness. International Journal of Psychology, 52, 116-125.

Lam, S.-f. (2017). Dealing with difficulties: The strategies of Hong Kong instructional consultants. In C. Hatzichristou & S. Rosenfield, S. (Eds.), International handbook of consultation in educational settings (pp.250-263). New York: Taylor & Francis.

Chan, W.-C., & Lam, S.-f. (2016). Positive emotion: Gratitude program. In W.-C. Chan (Ed.), Positive Life Education Programs (pp.8-36). Hong Kong: Fukien Secondary School.

Lam, S.-f., Jimerson, S., Shin, H., Cefai, C., Veiga, F. H., Hatzichristou, C., … Zollneritsch, J. (2016). Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries. British Journal of Educational Psychology, 86, 137-153.

Shu, T.-M., & Lam, S.-f. (2016). Is it always good to provide positive feedback to students? The moderating effects of culture and regulatory focus. Learning and Individual Differences, 49, 171-177

Cheng, R. W.-y., Shu, T. M., Zhou, N., & Lam, S.-f. (2015). Motivation of Chinese learners: An integration of etic and emic approaches. In R. B. King & A. B. I. Bernardo (Eds.). The psychology of Asian learners: A festschrift in honor of David Watkins (pp.355-368). Singapore: Springer.

Chow, J. M.-l, & Lam, S.-f. (2015). Nurturing leadership and changing student mindset through meaningful community service: The HKU Service Leadership Internship. In D. Shek & P. Chung (Eds.). Promoting service leadership qualities in university students (pp.67-81). Singapore: Springer.

Lam, S.-f., Law, W., C.-K. Chan, Wong, B. P. H., & Zhang, X. (2015). A latent class growth analysis of school bullying and its social context: The self-determination theory perspective. School Psychology Quarterly, 30, 75-90.

Lam, S.-f. (2014). The preparation of educational psychologists in Hong Kong.  International Journal of School and Educational Psychology, 2, 179-184.

Lam, S.-f., Jimerson, S., Wong, B., Kikas, E., Shin, H., Veiga, F. H., … Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29, 213-132

Lam, S.-f., & Law, W. (2014). Engage your students in learning. Hong Kong: Department of Psychology, University of Hong Kong.

Lam, S.-f., & Tong, Y. (2014). Engage your children in learning. Hong Kong: Department of Psychology, University of Hong Kong.

Wong, B. P. H., Lam, S.-f., Leung, D., Ho, D., & Au-yeung, P. (2014). The enhancement of community integration in Hong Kong: Coping strategies of Chinese parents of children with autism spectrum disorders. School Psychology International, 35, 122-135.

Wong, B. P. H., Law, W., Lau, K. P., Lam, S.-f. (2014). Get, Set, Go: A leadership training program for secondary students. Hong Kong: Department of Psychology, University of Hong Kong.

Cheng, R. W., & Lam, S.-f. (2013). The interaction between social goals and self-construal on achievement motivation. Contemporary Educational Psychology, 38, 136-148.

Lam, S.-f., Chow-Yeung, K., Wong, B. P. H., Lau, K. K., Tse, S. I. (2013). Involving parents in paired reading with preschoolers: Results from a randomized controlled trial. Contemporary Educational Psychology, 38, 126-136.

Ng, F. F., Pomerantz, E. M., Lam, S.-f. (2013). Mothers’ beliefs about children’s learning in Hong Kong and the United States: Implications for Mothers’ child-based worth. International Journal of Behavioral Development, 37, 387-394.

Lam, S.-f., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., … Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology, 50, 77-94.

Lam, S.-f. (2012). Project-based learning. In M. S. Norbert (Ed.). Encyclopedia of the sciences of learning (pp. 2707-2709). New York: Springer Science.

Lam, S.-f., Wong, B., Yang, H., & Liu, Y. (2012). Understanding student engagement with a contextual model. In S. L. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp.403-420). New York, NY: Springer Science.

Zhou, N, Lam, S.-f., & Chan, K. C. (2012). The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors. Journal of Educational Psychology, 104, 1162-1174.

RESEARCH LABORATORY
The researchers in the School Psychology Laboratory are concerned with the improvement of school environment and the exploration of psychological mechanisms that influence teaching/learning and the positive development of students. We are also concerned about how parenting contributes to the growth of children. We raise questions such as: What teaching practices facilitate students’ learning? What would make students be more motivated? What teachers’ feedback will enhance students’ self-efficacy? What contribute to student engagement in school? What are the evidence-based interventions for the social-emotional development of students? How can positive psychology be used in education? What training instills compassion in student leaders? How is Chinese parenting different from parenting in Western cultures? What role does autonomy granting play in Chinese parenting? How can positive psychology be integrated with parent education?

RESEARCH INTERNSHIP OPPORTUNITIES (2017/18)
We are recruiting interns for the academic year of 2017/18. The research interns will be involved in about three research projects. The first project is the study of the effectiveness of mindfulness for students and teachers in school setting. We investigate the impact of mindfulness in social-emotional as well as cognitive domains. The second project is an intervention program for preteens in the international schools in Shenzhen. This program is developed with the theoretical basis of Emotion-Focused Therapy and aimed at promoting the social emotional well-being of preteens. A free mobile app has been developed to go along with this program. The third project is a social-inclusion project for ethnic minority students in Hong Kong. This project includes both research and intervention components in school setting.

Intern Selection:
In general, interns should have proficiency in both English and Chinese. However, students who do not know Chinese but have proficiency in South Indian languages (e.g., Urdu) are most welcome for the social inclusion project.  All the interns are expected to be responsible and independent research assistants. Preference will be given to the students in social sciences and have the passion to pursue graduate study or a career in psychology. They are required to attend bi-weekly lab meeting from 2:30 p.m. to 4:30 p.m. on Wednesday.

Intern Duties:
Research interns will help with collecting and managing data. They will work with parents, children, teachers, and students. Working hours may vary from week to week depending on the progress of the various projects. On average, they will be graded by the supervisor on performance as research assistants (10 to 12 hours per week), participation in laboratory or individual supervision meetings, and quality of internship report.

Contact Information:
Students who are interested in the internship, please complete an application form and send it to Dr. Emily Tsoi, Research Officer of the laboratory, by e-mail (schpsy@hku.hk) before July 31, 2017. They should specify which semester they want to enroll. We may invite short listed applicants for a meeting before making the final decision. Successful applicants will be informed by August 5, 2017.

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