B.A. (CUHK), PDEd (CUHK)
M.Ed. (U. of Texas)
Ph.D. (U. of Minnesota)
Teaching and learning strategies
Parenting and parent education
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)
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.
Lam, S.-f., Tsang, N., Keung, Y.-C., Tong, Y., Mok, F. Chiu, A…Soh, D. (2019). Comprehensive service delivery model for preschoolers with special educational needs: Its characteristics and effectiveness. Research in Developmental Disabilities, 85, 20-30.
Tsoi, E. W. S., Lai, H. Y., Chan, E. W. M., Shum, K. K. M., Chan, W. W. L., & Lam, S. -f. (2019). School without borders – Inclusion program for primary school students. Hong Kong: Hong Kong Jockey Club & Faculty of Social Sciences, The University of Hong Kong.
Tsoi, E. W. S., Lai, H. Y., Chan, E. W. M., Chan, W. W. L., Shum, K. K. M., & Lam, S. -f. (2019). School without borders – Inclusion program for secondary school Students. Hong Kong: Hong Kong Jockey Club & Faculty of Social Sciences, The University of Hong Kong.
Ng, F. F.-Y., Pomerantz, E. M., Lam, S.-f., & Deng, C. (2019). The role of mother’s child-based worth in their affective responses to children’s performance. Child Development. 90,165-181.
Lam, S.-f., Law, W., Chan, C.-K., Zhang, X., Wong, B. H. P. (2018). Will victims become aggressors or vice versa? A cross-lagged analysis of school aggression. Journal of Abnormal Child Psychology, 46, 529–541.
Chan, T. O., & Lam, S.-f. (2017). Mediator or moderator? The role of mindfulness in the association between behaviour problems and parental stress. Research in Developmental Disabilities, 70, 1-10.
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.
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?