Publications

Chung, K. K. H., Yuen, K. C. P., & McInerney, D. M. (Eds.). (2014). Understanding developmental disorders of auditory processing, language and literacy across languages: International perspectives. Information Age Publishing.

Chung, K. K. H*., Lam, C. B., & Liew, J. (2020). Studying children’s social-emotional development in school and at home through a cultural lens. Early Education and Development, 31(6), 927–929. https://doi.org/10.1080/10409289.2020.1782860

1. Chan, K^., Yeung, PS. & Chung, K. K. H*. (2026). Development and validation of the HKT-PE(J): A standardized assessment for English learning difficulties. Reading and Writing. Advance online publication. https://doi.org/10.1007/s11145-026-10917-y (2025 JCR impact factor: 2.3; Q2 in Education & Educational Research).

2. Wan, A. W. L^., & Chung, K. K. H*. (2027). The role of early parenting practices in preschool children's school liking and pre-academic skills. Early Childhood Research Quarterly, 78, 115–126. https://doi.org/10.1016/j.ecresq.2026.09.008 (2025 JCR impact factor: 2.6; Q1 in Education

 & Educational Research).

3. Bi, S^., Lam, C. B., Lam, C. S#., & Chung, K. K. H. (2026). Linking maternal addictive smartphone use to child socioemotional competence: A multi-informant longitudinal study. Computers in Human Behavior Reports, 24, 101330. https://doi.org/10.1016/j.chbr.2026.101330 (2025 JCR impact factor: 5.5; Q1 in Psychology, Experimental).

4. Chung, K. K. H*., Lee, A. S. Y^., Wang, L.-C., & Lam, C. B. (2026). How spatial skills predict language and reading outcomes in Chinese-speaking preschoolers with familial risk for dyslexia. Learning Disabilities Research & Practice. Advance online publication. https://doi.org/10.1177/09388982261488879 (2025 JCR impact factor: 2.0; Q1 in Rehabilitation).

5. Li, X., Lam, C. B., Lam, C. S#., & Chung, K. K. H. (2026). Linking maternal problematic smartphone use to maternal hostility and warmth toward children: A daily diary study of Chinese families. Family Process, 65, 3: e70185. https://doi.org/10.1111/famp.70185 (2025 JCR impact factor: 2.2; Q1 in Family Studies).

6. Chan, K^., Yeung, P. S., & Chung, K. K. H*. (2026). Development and validation of a screener for English learning difficulties among Chinese second-language learners. Child Neuropsychology, 1-21. https://doi.org/10.1080/09297049.2026.2709443 (2025 JCR impact factor: 1.8; Q3 in Clinical Neurology).

7. Fung, W. K., & Chung, K. K. H. (2026). Bidirectionality of kindergarten children's social mastery motivation and social–emotional competence. Infant and Child Development, 35, 4: e70130. https://doi.org/10.1002/icd.70130 (2025 JCR impact factor: 2.4; Q2 in Psychology, Developmental).

8. Li, X., Lam, C. B., & Chung, K. K. H. (2026). Monkey see, monkey do: Daily variation in maternal addictive smartphone use longitudinally predicts daily variation in child addictive smartphone use in Hong Kong, China. Journal of Children and Media, 1-12. https://doi.org/10.1080/17482798.2026.2694776 (2025 JCR impact factor: 2.3; Q1 in Social Sciences, Interdisciplinary).

9. Fung, W. K., Chung, K. K. H., & Li, A. P. Y.# (2026). Interrelations of playful parenting style with kindergarten children’s playfulness and well-being. Early Education and Development, 37(7), 1643-1657. https://doi.org/10.1080/10409289.2026.2682932 (2025 JCR impact factor: 2.2; Q1 in Education & Educational Research).

10. Lee, A. S. Y^., Datu, J. A. D., & Chung, K. K. H. (2026). Multicomponent digital intervention for nurturing the well-being of preschool teachers in Hong Kong: Evidence from the EASP programme. Early Education and Development, 1-19. Advance online publication. https://doi.org/10.1080/10409289.2026.2683650 (2025 JCR impact factor: 2.2; Q1 in Education & Educational Research).

11. Bi, S^., Lam, C. B., & Chung, K. K. H. (2026). Linking positive and negative affect to socioemotional competence: A multi-informant correlational study. International Journal of Behavioral Development. Advance online publication. https://doi.org/10.1177/01650254261446198 (2025 JCR impact factor: 2.2; Q2 in Psychology, Developmental).

12. Lin, S. Y^., & Chung, K. K. H*. (2026). Reducing teachers’ ethnicity-based judgments of student motivation through professional development: The moderating role of teacher mindsets. Teacher Development. Advance online publication. https://doi.org/10.1080/13664530.2026.2655863 (2025 JCR Impact Factor: 1.1; Q3 in Education & Educational Research).

13. Lam, C. B., Li, X., Lam, C. S#., & Chung, K. K. H. (2026). Linking maternal phubbing (smartphone distractions in the presence of children) to child behavioral adjustment: A daily diary study. International Journal of Behavioral Development, 37(4), 1030-1043. https://doi.org/10.1177/0165025426141641 (2025 JCR impact factor: 2.2; Q2 in Psychology, Developmental).

14. Lam, C. B., Lam, A. H. W#., Li, X., Chung, K. K. H. (2026). Depressive symptoms mediate the associations of family economic pressure with social functioning: A three-wave longitudinal study of Chinese families. Journal of Marriage and Family, Advance online publication. https://doi.org/10.1111/jomf.70060 (2025 JCR impact factor: 3.4; Q1 in Family Studies).

15. Ip, I. N^., Li, X., Chow, P. H. T#., Lam, C. B., & Chung, K. K. H. (2026). Adaptation and validation of the Chinese inventory of children’s socioemotional competence (CICSEC-N) among 2-year-old Chinese nursery children. Early Education and Development, 37(4), 1030–1043. https://doi.org/10.1080/10409289.2026.2618813 (2025 JCR impact factor: 2.2; Q1 in Education & Educational Research).

16. Wan, A. W. L^., Chan, D. K. C., & Chung, K. K. H*. (2026). Contribution of parental feeding practices and home environmental factors to the eating behaviours of preschool children. Appetite, 220, Article 108461. https://doi.org/10.1016/j.appet.2026.108461 (2025 JCR impact factor: 3.8; Q1 in Psychology).

17. Liu, D., Wei, Z., Maurer, U., Chung, K. K. H., et al. (2026). Profiling Chinese children with symptoms of SpLD, ADHD, or ASD: a transdiagnostic and biopsychosocial study. BMC Psychiatry, 26(1), Article 114. https://doi.org/10.1186/s12888-025-07754-8 (2025 JCR impact factor: 3.6; Q1 in Psychology, Clinical).

18. Liu, C. C., & Chung, K. K. H. (2026). When does parents’ teaching make a difference? The relationships between home literacy environment and Chinese language and literacy skills. Reading and Writing. Advance online publication. https://doi.org/10.1007/s11145-025-10752-7 (2025 JCR impact factor: 2.3; Q2 in Education & Educational Research).

19. Lam, C. B., Choy, Y. L#., Chung, K. K. H., & Lam, A. H. W#. (2026). Linking affiliate self-stigma to individual adjustment among parents of children with intellectual disability: An actor-partner interdependence approach. Stigma and Health, 11(1), 194-197. https://doi.org/10.1037/sah0000676 (2025 JCR Impact Factor: 2.2; Q1 in Psychology, Social).

20. Leung, T. Y@., Lam, C. B., & Chung, K. K. H. (2026). Self-compassion mediates the associations of mindfulness with physical, psychological, and occupational well-being among Chinese kindergarten teachers. Early Childhood Education Journal, 54, 307-316. https://doi.org/10.1007/s10643-024-01819-1 (2025 JCR Impact Factor: 1.8; Q2 in Education & Educational Research).

21. Leung, T. Y@., Lam, C. B., & Chung, K. K. H. (2026). Organizational, interpersonal, and intrapersonal resources are uniquely associated with physical, psychological, and occupational well-being among Chinese kindergarten teachers. Journal of Early Childhood Research, 23(4), 431-445. https://doi.org/10.1177/1476718X251339307 (2025 JCR Impact Factor: 1.5; Q2 in Education & Educational Research).

22. Fung, W. K., & Chung, K. K. H. (2025). Playfulness and longitudinal development in creative thinking processes and academic skills among kindergarten children. The Journal of Creative Behavior, 59(4), Article e70074. https://doi.org/10.1002/jocb.70074 (2025 JCR Impact Factor: 4.1; Q1 in Psychology, Educational).

23. Lam, C. B., & Chung, K. K. H. (2026). Metalinguistic skills were uniquely linked to Chinese word reading and writing among first and second language learners. Early Education and Development, 37(3), 566-580. https://doi.org/10.1080/10409289.2025.2577954 (2025 JCR impact factor: 2.2; Q1 in Education & Educational Research).

24. Li, X., Lam, C. B., Chung, K. K. H., & Leung, T. Y@. (2025). Linking the classroom environment to child adjustment: a multi-method, multi-informant longitudinal study of Chinese kindergarten children. Educational Psychology, 45(10), 1324-1341. https://doi.org/10.1080/01443410.2025.2570334 (2025 JCR Impact Factor: 3; Q1 in Psychology, Educational).

25. Chow, P. H. T#., Lam, C. B., & Chung, K. K. H. (2025). Mindful parenting and coparenting uniquely mediate the association of family economic pressure with child adjustment. Journal of Early Childhood Research, 24(2), 161–174. https://doi.org/10.1177/1476718X251377180 (2025 JCR Impact Factor: 1.5; Q2 in Psychology, Developmental).

26. Fung, W. K., & Chung, K. K. H. (2025). Relations of parental play beliefs with children's executive functions, reading, and mathematics. Journal of Applied Developmental Psychology, 101, Article 101877. https://doi.org/10.1016/j.appdev.2025.101877 (2025 JCR Impact Factor: 2.1; Q2 in Psychology, Developmental).

27. Bi, S^., Lam, C. B., & Chung, K. K. H. (2025). Parental social functioning mediates the longitudinal associations of parental family and friend support with parent-child closeness and conflict. Early Childhood Education Journal, 54, 1943–1952. https://doi.org/10.1007/s10643-025-02004-8 (2025 JCR Impact Factor: 1.8; Q2 in Education & Educational Research).

28. Bi, S^., Lam, C. B., & Chung, K. K. H. (2025). Self‐compassion mediates the longitudinal associations of perceived social support with individual adjustment among Chinese parents of kindergarten‐aged children. Stress and Health, 41(4), Article e70068. https://doi.org/10.1002/smi.70068 (2025 JCR Impact Factor: 2.7; Q2 in Psychiatry).

29. Capio, C. M., Jones, R. A., Ng, C. S., Sit, C. H., & Chung, K. K. H. (2025). Disseminating the movement behaviour guidelines for young children in Hong Kong: process and outcome evaluations. International Journal of Child Care and Education Policy, 19(1), Article 8. https://doi.org/10.1186/s40723-025-00149-y (2025 JCR Impact Factor: 4.1; Q1 in Education & Educational Research).

30. Fung, W. K., & Chung, K. K. H. (2025). Interrelationships among parental play support and kindergarten children’s playfulness and creative thinking processes. Thinking Skills and Creativity, 58, Article 101907. https://doi.org/10.1016/j.tsc.2025.101907 (2025 JCR Impact Factor: 5.3; Q1 in Education & Educational Research).

31. Wang, L. C., & Chung, K. K. H. (2025). Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high-and typical-functioning specific learning disabilities. Annals of Dyslexia, 75(2), 381–399. https://doi.org/10.1007/s11881-025-00328-z (2025 JCR Impact Factor: 4.5; Q1 in Education, Special).

32. Lam, C. B., Lam, A. H. W#., Li, X., & Chung, K. K. H. (2025). Mindful parenting mediates the association of family economic pressure with child adjustment: A longitudinal study. Journal of Family Psychology, 39(4), 515–525. https://doi.org/10.1037/fam0001337 (2025 JCR Impact Factor: 2.0; Q2 in Family Studies).

33. Eguia, K. F., Cheung, S. K., Chung, K. K. H., & Capio, C. M. (2025). Children suspected for developmental coordination disorder in Hong Kong and associated health-related functioning: A survey study. Disabilities 5, 32 https://doi.org/10.3390/ disabilities5010032 (2025 JCR Impact Factor: 1.4; Q3 in Rehabilitation).

34. Liu, C. C@^., & Chung, K. K. H*. (2025). The longitudinal interplay between father-child and mother-child home literacy activities and Children's learning English as a second language in Hong Kong. Journal of Research in Reading, 48(1), 63-82. https://doi.org/10.1111/1467-9817.12476 (2025 JCR Impact Factor: 2.0; Q2 in Education & Educational Research).

35. Lee, A. S. Y^., Fung, W. K., Chung, K. K. H., Datu, J. A. D., & Cheung, R. Y. M. (2025). The benefits of PROSPER-based intervention for international preschool teachers in Hong Kong: Evidence from the EASP program. Psychology in the Schools, 62(3), 690–701. https://doi.org/10.1002/pits.23346 (2025 JCR Impact Factor: 1.7; Q3 in Psychology and Education).

36. Li, X., Lam, C. B., & Chung, K. K. H. (2025). The longitudinal association of family stress with child adjustment: The mediating roles of mother- and father-child conflict. Early Childhood Education Journal, 54, 439-450. https://doi.org/10.1007/s10643-024-01834-2 (2025 JCR Impact Factor: 1.8; Q2 in Education & Educational Research).

37. Wang, L. C., Chung, K. K. H., & Jhuo, R. A. (2025). The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD. Reading and Writing, 38, 1–22. https://doi.org/10.1007/s11145-024-10520-z (2025 JCR impact factor: 2.3; Q2 in Education & Educational Research).

38. Chan, K.^, Yeung, P.-S., & Chung, K. K. H*. (2025). The effects of foreign language anxiety on English word reading among Chinese students at risk of English learning difficulties. Reading and Writing, 38, 273-291. https://doi.org/10.1007/s11145-024-10513-y (2025 JCR impact factor: 2.3; Q2 in Education & Educational Research).

39. Wan, A. W@^., Chung, K. K. H., Li, J. B., Xu, S. S., & Chan, D. K. (2025). The effectiveness of a personalized healthy eating report card in improving children's eating practices: A randomized controlled trial. Public Health Nutrition, 11, 1-19. https://doi.org/10.21203/rs.3.rs-5963247/v1 (2025 JCR Impact Factor: 3.0; Q2 in Nutrition & Dietetics).

40. Fung, W. K., & Chung, K. K. H. (2025). Overexcitabilities and bidirectional development in playfulness and creative potential among kindergarten children. Psychology of Aesthetics, Creativity, and the Arts, 19(6), 1495-1504. https://doi.org/10.1037/aca0000633 (2025 JCR Impact Factor: 2.7; Q2 in Psychology, Experimental).

41. Lin, S.-Y^., Ho, B. P. K., & Chung, K. K. H*.(2024). Do early childhood teachers develop multicultural teaching competence by participating in professional development? Teacher Development, 29, 727-745 https://doi.org/10.1080/13664530.2024.2429398 (2025 JCR Impact Factor: 1.1; Q3 in Education & Educational Research).

42. Yeung, P.-S., Chung, K. K. H., Chan, D. W., & Chan, E. S. W. (2024). Relationships of writing self-efficacy, perceived value of writing, and writing apprehension to writing performance among Chinese children. Reading and Writing, 38, 225-271. https://doi.org/10.1007/s11145-024-10512-z (2025 JCR impact factor: 2.3; Q2 in Education & Educational Research).

43. Lam, C. B., & Chung, K. K. H. (2024). Mindfulness mediates the longitudinal associations of problematic smartphone use and psychological, social, and cognitive adjustment. Mindfulness, 15, 2919–2928. https://doi.org/10.1007/s12671-024-02473-9 (2025 JCR Impact Factor: 4.1; Q1 in Psychiatry).

44. Lam, C. B., Li, X., & Chung, K. K. H*. (2024). Improving Chinese children’s socioemotional competence, behavioral adjustment, and pre-academic skills: Impacts of the 3Es Program. Early Childhood Research Quarterly, 68, 13-23. https://doi.org/10.1016/j.ecresq.2024.03.002 (2025 JCR impact factor: 2.6; Q1 in Education & Educational Research).

45. Li, X., Lam, C. B., & Chung, K. K. H. (2024). Child behavioral problems and parental adjustment: Family, interparental, and parent–child processes as simultaneous mediators. American Journal of Orthopsychiatry, 94(6), 714–723. https://doi.org/10.1037/ort0000757 (2025 JCR Impact Factor: 2.1; Q1 in Social Work).

46. Li, X., Lam, C. B., & Chung, K. K. H. (2024). Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, China. British Journal of Educational Psychology, 94(2), 661-679. https://doi.org/10.1111/bjep.12672 (2025 JCR Impact Factor: 3.6; Q1 in Psychology, Educational).

47. Cheng, W. Y#., Cheung, R. Y. M., & Chung, K. K. H. (2024) The role of family conflict and cohesion in adolescents’ social responsibility: Emotion regulation ability as a mediator. PLoS ONE, 19(9), e0311265. https://doi.org/10.1371/journal.pone.0311265 (2025 JCR Impact Factor: 2.6; Q2 in Multidisciplinary Sciences).

48. Lee, A. S^., Fung, W. K., & Chung, K. K. H. (2024). Empowering the helping hands: A positive psychological intervention for enhancing work engagement and reducing stress among preschool social workers in Hong Kong. Stress and Health, 40(5), e3471. https://doi.org/10.1002/smi.3471 (2025 JCR Impact Factor: 2.7; Q2 in Psychiatry).

49. Wan, A. W. L@^., Chung, K. K. H., Li, J. B., Xu, S. S., & Chan, D. K. C. (2024). A report card assessment of the prevalence of healthy eating among preschool-aged children: a cross-cultural study across Australia, Hong Kong, Singapore, and the US. Frontiers in Nutrition, 11, 1428852. https://doi.org/10.3389/fnut.2024.1428852 (2025 JCR Impact Factor: 5.5; Q1 in Nutrition and Dietetics).

50. Liu, C. C@^., Lee, A. S. Y^., & Chung, K. K. H*. (2024). The role of cumulative family risks in the relationship between executive functioning and school readiness. Children and Youth Services Review, 164, 107874. https://doi.org/10.1016/j.childyouth.2024.107874 (2025 JCR Impact Factor: 3.7; Q2 in Family Studies).

51. Fung, W. K., & Chung, K. K. H. (2024). Playfulness and kindergarten children's academic skills: executive functions and creative thinking processes as mediators?. The Journal of Creative Behavior, 58(3), 342-355. https://doi.org/10.1002/jocb.654 (2025 JCR Impact Factor: 4.1; Q1 in Psychology, Educational).

52. Wan, A. W@^., Chung, K. K. H., Li, J. B., & Chan, D. K. (2024). Healthy eating report card for pre-school children in Hong Kong. Hong Kong Medical Journal, 30(3), 209–17. https://doi.org/10.12809/hkmj2210649 (2025 JCR Impact Factor: 2.6; Q1 in Medicine, General and Internal, Educational).

53. Lee, A. S. Y^., Fung, W. K., Chan, D. K., & Chung, K. K. H. (2024). The effectiveness of a positive psychological intervention for promoting preschool teachers' well‐being and professional competence: EASP intervention program. Applied Psychology: Health and Well‐Being, 16(4), 1626-1658. https://doi.org/10.1111/aphw.12544 (2025 JCR Impact Factor: 3.6; Q1 in Psychology, Applied).

54. Wan, A. W. L@^., Chung, K. K. H., Li, J. B., Xu, S. S., & Chan, D. K. C. (2024). An assessment tool for the International Healthy Eating Report Card for preschool-aged children: A cross-cultural validation across Australia, Hong Kong, Singapore, and the US. Frontiers in Nutrition, 11, 1340007. https://doi.org/10.3389/fnut.2024.1340007 (2025 JCR Impact Factor: 5.5; Q1 in Nutrition and Dietetics).

55. Lin, S. Y^., & Chung, K. K. H*. (2004). Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefs. Social Psychology of Education, 27, 3573-3595. https://doi.org/10.1007/s11218-024-09893-4 (2025 JCR Impact Factor: 3.2; Q1 in Psychology, Educational).

56. Wang, L. C., & Chung, K. K. H. (2024). The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities. The Internet and Higher Education, 62, 100947. https://doi.org/10.1016/j.iheduc.2024.100947 (2025 JCR Impact Factor: 6.8; Q1 in Education & Educational Research).

57. Lee, A. S. Y^., Datu, J. A. D., Chung, K. K. H., Fung, W. K., Cheung, R. Y. M.+ (2024). Can a multicomponent positive psychological intervention promote well-being in parents of young children? A randomized controlled trial study in Hong Kong. Family Process, 63(4), 1807-1825. https://doi.org/10.1111/famp.12979 (2025 JCR impact factor: 2.2; Q1 in Family Studies).

58. Lin, S. Y^., Chung, K. K. H*., & Lam, C. B. (2024). The joint effects of individual-level and classroom-level teacher-child relationships on children’s psychosocial adjustment: A longitudinal study. International Journal of Behavioral Development, 48(3), 249-260. https://doi.org/10.1177/01650254231223520 (2025 JCR impact factor: 2.2; Q2 in Psychology, Developmental).

59. Chung, K. K. H*., Lam, C. B., Chan, K. S. C., Lee, A. S. Y^., Liu, C., & Wang, L. C. (2024). Are general anxiety, reading anxiety, and reading self-concept linked to reading skills among Chinese adolescents with and without dyslexia? Journal of Learning Disabilities, 57(2), 106-119. https://doi.org/10, 1177, /00222194231181914 (2025 JCR Impact Factor: 2.9; Q1 in Education, Special).

60. Fung, W. K., & Chung, K. K. H. (2024). Interrelationships among parental play belief, household playfulness, school play behaviors, and social competence of kindergarten children. Journal of Leisure Research, 55(4), 546-566. https://doi.org/10.1080/00222216.2023.2297251 (2025 JCR Impact Factor: 1.9; Q2 in Hospitality, Leisure, Sport).

61. Wang, L. C., Liu, D., Lin, H. H., Chung, K. K. H., & Xu, Z. (2024). The Effectiveness of diverse designs of Chinese stem-deriving instruction for Chinese children with dyslexia. Exceptional Children, 90(3), 295-312. https://doi.org/10.1177/00144029231220308 (2025 JCR Impact Factor: 4.3; Q1 in Education, Special).

62. Lee, A. S. Y^., Fung, W. K., Datu, J. A. D., & Chung, K. K. H. (2024). Well-being profiles of pre-service teachers in Hong Kong: Associations with teachers’ self-efficacy during the COVID-19 pandemic. Psychological Reports, 127(3), 1009-1031. https://doi.org/10.1177/00332941221127631 (2025 JCR Impact Factor: 1.6; Q2 in Psychology, Multidisciplinary).

63. Li, J.-B., Zhang, R., Dou, K., Cheung, R. Y. M., Ho, H. C. Y., & Chung, K. K. H. (2024). Parental self-control facilitates adolescent psychological adjustment sequentially through parents’ perceived stress/mindful parenting and adolescent self-control. Journal of Family Psychology, 38(1), 59-70. https://doi.org/10.1037/fam0001172 (2025 JCR Impact Factor: 2.0; Q2 in Family Studies).

64. Liu, C. C@^., & Chung, K. K. H*. (2024). Impacts of home literacy environment on children’s English language learning as a second language. European Journal of Psychology of Education, 39, 1421–1439. https://doi.org/10.1007/s10212-023-00745-x (2025 JCR Impact Factor: 2.8; Q2 in Psychology, Educational).

65. Xu, Z., Wang, L. C., Chung, K. K. H., Zhang, X., Li, N., & Liu, D. (2024). Contributions of cognitive flexibility to reading comprehension in Chinese beginning readers. Reading and Writing, 37, 2025-2048. https://doi.org/10.1007/s11145-023-10451-1 (2025 JCR impact factor: 2.3; Q2 in Education & Educational Research).

66. Lee, A. S. Y^., Fung, W. K., & Chung, K. K. H. (2024). Reciprocal relationships between early childhood education teachers’ well-being and self-efficacy: A cross-lagged panel design. The Asia-Pacific Education Researcher, 33, 603-614. https://doi.org/10.1007/s40299-023-00756-8 (2025 JCR Impact Factor: 4.6; Q1 in Education & Educational Research).

67. Xu, S. S., Leung, K., Wong, T. W. L., Chung, K. K. H., & Chan, D. K. C. (2023). Physical activity and health-related fitness among Chinese older women: A test of self-determination theory. Asian Journal of Sport and Exercise Psychology, 3(2), 107–113. https://doi.org/10.1016/j.ajsep.2023.08.001 (2025 JCR Impact Factor: 2.38, Q1 in Applied Psychology).

68. Chan, K^., Chung, K. K. H*., & Lam, C. B. (2023). What are the cognitive‐linguistic profiles and subtypes of Chinese adolescents with dyslexia? Dyslexia, 29(4), 369–384. https://doi.org/10, 1002, /dys.1748 (2025 JCR Impact Factor: 2.5; Q1 in Education, Special).

69. Fung, W. K., & Chung, K. K. H. (2023). Longitudinal association between children’s mastery motivation and cognitive school readiness: Executive functioning and social-emotional competence as potential mediators. Journal of Experimental Child Psychology, 234, Article 105712. https://doi.org/10.1016/j.jecp.2023.105712 (2025 JCR Impact Factor: 2.0; Q2 in Psychology, Developmental).

70. Fung, W. K., & Chung, K. K. H. (2023). Association between children’s home play opportunity and school readiness: Object and social mastery motivation as mediators? Early Education and Development, 34(6), 1476–1487. https://doi.org/10, 1080, /10409289.2022.2153354 (2025 JCR impact factor: 2.2; Q1 in Education & Educational Research).

71. Kam, A. C. S., Lau, P. S. H., Yuen, K. C. P., Poon, K. K. Y., & Chung, K. K. H. (2023). Assistive listening devices for Chinese children with dyslexia: abridged secondary publication. Hong Kong Medical Journal, 29, (Supplement 3). (2025 JCR Impact Factor: 2.6; Q1 in Medicine, General and Internal, Educational).

72. Datu, J. A. D., Lee, A. S. Y^., & Chung, K. K. H. (2023). Leveraging technology for pre‐service teachers' well‐being: The effectiveness of a multicomponent positive psychology intervention in pre‐service preschool teachers in Hong Kong. Applied Psychology: Health and Well‐Being, 15(4), 1446–1471. https://doi.org/10.1111/aphw.12446 (2025 JCR Impact Factor: 3.6; Q1 in Psychology, Applied).

73. Fung, W. K., & Chung, K. K. H. (2023). Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness. European Early Childhood Education Research Journal, 31(5), 797–810. https://doi.org/10.1080/1350293X.2023.2200018 (2025 JCR Impact Factor: 1.8; Q2 in Education & Educational Research).

74. Lee, A. S. Y^., Datu, J. A. D., Chan, D. K., Lau, E. Y. H., Fung, W. K., Cheng, R. W. Y., & Chung, K. K. H. (2023). The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: A randomized control trial. Educational Psychology, 43(2–3), 228–245. https://doi.org/10.1080/01443410.2023.2189649 (2025 JCR Impact Factor: 3.0; Q1 in Psychology, Educational).

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