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Chong, Wan Har
Preferred name
Chong, Wan Har
Email
wanhar.chong@nie.edu.sg
Department
Psychology and Child & Human Development (PCHD)
Personal Site(s)
ORCID
6 results
Now showing 1 - 6 of 6
- PublicationMetadata onlyTeachers' experience with inclusive education in SingaporeTeachers’ positive attitude is most critically and consistently associated with successful inclusion. However, little is known about teachers’ first-hand encounters with inclusive education in Singapore. We present findings from a qualitative study on inclusion based on focus group interviews with 202 teachers from 41 resourced primary schools. The data were transcribed and coded using Interpretive Phenomenological Analysis and NVIVO software. Two broad clusters identified were teachers’ positive and negative experiences in implementing inclusion. More reference was made to negative than positive experiences. The most dominant negative experience was stress from challenging behaviours and instructional difficulties of catering adequately for diverse needs in the same classroom. The most salient positive experience was satisfaction with pupils’ progress and new learning for teachers. Classroom practices that facilitated inclusion and the value of training in shaping teachers’ attitudes towards inclusion were highlighted.
125 - PublicationMetadata onlyThe role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts(Elsevier, 2022)
;Granziera, Helena; ; ;Martin, Andrew J. ;Collie, Rebecca J. ;Bishop, MichelleTynan, LaurenIn this investigation of high school students (N = 2510) in Singapore (Study 1) and elementary school students (N = 119) in Australia (Study 2), we examined the role of instrumental and emotional forms of teacher support in students' academic buoyancy and academic outcomes (engagement and academic skills). In both studies, perceived instrumental support (but not perceived emotional support) was positively associated with academic buoyancy (moderate effect size in Study 1, large effect in Study 2). In Study 1, academic buoyancy was positively associated with students' academic engagement (specifically, effort and persistence [large effect], perceived importance of school [moderate effect], and feelings of school belonging [moderate effect]). In Study 2 academic buoyancy was positively associated with gains in students' academic skills and engagement (specifically, class participation [large effect] and future aspirations [large effect]). In both studies, there was tentative support for a mediating role of academic buoyancy linking students' perceived teacher support to academic outcomes.WOS© Citations 14Scopus© Citations 42 104 - PublicationMetadata onlyTeacher-student relationship and student engagement: The moderating role of educational hopeThis Singapore study involved a sample of 3776 secondary school students to examine the role of educational hope in moderating the relationships between teacher-student relationship dimensions (instrumental help, emotional support, relationship satisfaction, relationship conflict) and student engagement dimensions (perceived importance of schooling, school belonging, and effort expenditure). Besides its main associations with the student engagement dimensions, educational hope was found to be a significant moderator in the relationships (a) between perceived teacher instrumental help and perceived importance of schooling, and (b) between perceived teacher emotional support and effort expenditure, such that students high on perceived instrumental help or teacher emotional support and educational hope were also those high on the perceived importance of schooling or effort expenditure. This study demonstrates that the constructs, though theorised in Western contexts, have empirical utility and relevance for understanding the engagement of students in the Singapore context. Implications arising from this study are discussed.
WOS© Citations 3Scopus© Citations 4 139 - PublicationMetadata onlyEducational evaluation research in Asia: A scoping review(Taylor & Francis, 2024)
; ; ; ;Tan, MichelleOw, Phoebe Ming LiThis scoping review examines the landscape of educational evaluation research in Asia over the past decade, uncovering the methodologies, themes, and unique regional challenges within this domain. By delving into 62 articles from evaluation-centric journals, the study reveals a predominant focus on learning, teaching, and assessment, highlighting the importance of pedagogical methods and learning outcomes. The review also notes a significant emphasis on institutional-level evaluation, with China leading in contributions. Despite the rich insights offered, this review points to gaps in leadership and evaluation tools, suggesting areas for future exploration. Ultimately, this review aims to enrich global discussions on educational evaluation, emphasizing the need for a comprehensive understanding of Asia’s diverse and evolving educational evaluation practices.8 - PublicationMetadata onlyPredictors of maternal distress among mothers in economic hardship: A classification and regression tree analysis (CART)(American Psychological Association, 2022)
; ;Wen, Daniel John RongweiGoh, Esther C. L.A recurrent observation in poverty research is the association between many attendant stress factors and the high incidence of maternal distress. In this study, we reason that such risk factors do not preclude mothers from possessing adaptive capacities, through perceived parenting efficacy and family hardiness, as buffers against two common distress sources in low socioeconomic status (SES) households—perceived children’s emotional and behavioral problems, and family’s economic hardship. Using classification and regression tree analysis, we examined the moderating roles of these maternal factors in emotional distress with 513 Singaporean mothers of elementary school-age children on government financial scheme. The study affirmed that this low-resource population is not homogeneous in their perceived levels of distress and adaptive resources. These factors moderated mothers’ distress along different pathways. Parenting efficacy emerged as the most important predictor across different maternal distress levels. Perceived family hardiness behaved in a unique way, evident only with mothers who reported moderate–severe distress levels. Almost half the respondents reported normal–mild distress levels. Economic hardship did not emerge as a significant predictor. The findings reiterate the usefulness of attending to both situation-specific personal efficacy beliefs and trait-like family hardiness in their potential values to buffer mothers living under economic strain. Research and practice implications were identified.WOS© Citations 1Scopus© Citations 1 67 - PublicationMetadata onlyForging an innovation mindset: Practices in small to medium size enterprisesEmployee-driven innovations (EDI) have gained traction in research and inform workplace practice to address the need in responding to dynamic economic environments, the imperative of enterprise viability and worker employability. A constellation of contextual factors has been posited to shape employee predisposition to EDI engagement. One key factor – the mindset of employees in relation to their initiation, enactment and maintenance of innovative practices in workplaces – has been identified as instrumental in igniting this process. The intent of this study is to elicit the antecedents and personal factors that foster growth mindsets and the pathways through which these factors shape EDI practices at work. Guided by Keating and Heslin’s (2015) framework on growth mindset in workplace engagement, findings from 40 interviews with employers and employees of four small to medium size enterprises, where work activities and foci are quite distinct, were examined to explore its applicability in the Singapore workplace.
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