Featured Publications
A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators
Ng Z, Willner C, Mannweiler M, Hoffmann J, Bailey C, Cipriano C. A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators. Educational Psychology Review 2022, 34: 2825-2865. DOI: 10.1007/s10648-022-09691-4.Peer-Reviewed Original ResearchEmotional learning programSchool-based researchEmotion regulation assessmentsEducational researchLearning programUS schoolsPsychometric evidenceAssessment useEducational purposesAssessment developmentExplicit focusSchoolsEquitable reachEducatorsRegulation assessmentQualitative analysisEmotion regulationDisadvantaged groupsLearning databaseGrade 1Methodological rigorDivergent conceptualizationsRigorOperational definitionResearchers
2019
Factors associated with staff perceptions towards inclusive education in Singapore
Poon K, Ng Z, Wong M, Kaur S. Factors associated with staff perceptions towards inclusive education in Singapore. 2019, 83-96. DOI: 10.4324/9781351173285-6.Peer-Reviewed Original ResearchSpecial educational needsInclusive educationSchool professionalsPerceptions of teachersMainstream secondary schoolsSecondary school studentsInclusive perceptionInclusive practicesSecondary schoolsProfessional developmentEducational needsSchool studentsStudentsNeutral attitudeStaff perceptionsTeachersSchoolsEducationPerceptionConfidenceAttitudesSen’s accountProfessionalsSingaporeMentorship
2015
Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association
Ng Z, Huebner S, Hills K. Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association. Journal Of School Psychology 2015, 53: 479-491. PMID: 26563600, DOI: 10.1016/j.jsp.2015.09.004.Peer-Reviewed Original ResearchConceptsAcademic achievementStudents' LSAcademic performancePositive school outcomesRole of studentsMiddle school studentsBetter school gradesStudents' life satisfactionReciprocal causal relationsSchool accountabilityShort-term longitudinal studyStudent successSchool outcomesPositive affective experiencesSchool agendaSchool studentsSchool gradesTreatment of learningStudentsAffective experienceAchievementProminent nicheGlobal life satisfactionEarly adolescentsSchools
2014
Factors associated with staff perceptions towards inclusive education in Singapore
Poon K, Ng Z, Wong M, Kaur S. Factors associated with staff perceptions towards inclusive education in Singapore. Asia Pacific Journal Of Education 2014, 36: 84-97. DOI: 10.1080/02188791.2014.922047.Peer-Reviewed Original ResearchSpecial educational needsInclusive educationSchool professionalsPerceptions of teachersMainstream secondary schoolsSecondary school studentsInclusive perceptionInclusive practicesSecondary schoolsProfessional developmentEducational needsSchool studentsStudentsNeutral attitudeStaff perceptionsTeachersSchoolsEducationPerceptionConfidenceAttitudesSen’s accountProfessionalsSingaporeMentorshipParental perspectives and challenges in inclusive education in Singapore
Wong M, Poon K, Kaur S, Ng Z. Parental perspectives and challenges in inclusive education in Singapore. Asia Pacific Journal Of Education 2014, 35: 85-97. DOI: 10.1080/02188791.2013.878309.Peer-Reviewed Original ResearchInclusive educationEducational entitlementsMainstream secondary schoolsParental perspectivesState of inclusionsUnderstanding of disabilityPerceptions of parentsMainstream classroomsClassroom supportSecondary schoolsSchool supportSingapore societyMild disabilitySchoolsEducationParents' experiencesDeep concernParents of childrenSingaporeParentsDisabilitySocietyExperienceChildrenClassroom
2012
What is school like? Perspectives of Singaporean youth with high-functioning autism spectrum disorders
Poon K, Soon S, Wong M, Kaur S, Khaw J, Ng Z, Tan C. What is school like? Perspectives of Singaporean youth with high-functioning autism spectrum disorders. International Journal Of Inclusive Education 2012, 18: 1069-1081. DOI: 10.1080/13603116.2012.693401.Peer-Reviewed Original Research