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Featured researches published by Isabella Yuen Fun Wong.


Journal of Educational Research | 2010

The Relationships among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools.

Wan Har Chong; Robert M. Klassen; Vivien S. Huan; Isabella Yuen Fun Wong; Allison Kates

ABSTRACT The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the academic climate of the school. Prior achievement was shown to be best predicted by perceived teacher collective efficacy and academic climate, but not self-efficacy. Further analyses revealed that the teacher collective efficacy partially mediated the relationship between teacher self-efficacy and academic climate. These findings were discussed with respect to the sociocognitive perspective.


Journal of Adolescence | 2009

Cross-cultural invariance of the Academic Expectations Stress Inventory: adolescent samples from Canada and Singapore.

Rebecca P. Ang; Robert M. Klassen; Wan Har Chong; Vivien S. Huan; Isabella Yuen Fun Wong; Lay See Yeo; Lindsey L. Krawchuk

We provide further evidence for the two-factor structure of the 9-item Academic Expectations Stress Inventory (AESI) using confirmatory factor analysis on a sample of 289 Canadian adolescents and 310 Singaporean adolescents. Examination of measurement invariance tests the assumption that the model underlying a set of scores is directly comparable across groups. This study also examined the cross-cultural validity of the AESI using multigroup confirmatory factor analysis across both the Canadian and Singaporean adolescent samples. The results suggested cross-cultural invariance of form, factor loadings, and factor variances and covariances of the AESI across both samples. Evidence of AESIs convergent and discriminant validity was also reported. Findings from t-tests revealed that Singaporean adolescents reported a significantly higher level of academic stress arising from self expectations, other expectations, and overall academic stress, compared to Canadian adolescents. Also, a larger cross-cultural effect was associated with academic stress arising from other expectations compared with academic stress arising from self expectations.


Journal of Education for Teaching | 2010

Educational collaboration across borders: the preparation of the Transforming teacher education. Redefined professionals for 21st century schools report

Steven Tan; Isabella Yuen Fun Wong; Y. Fang; L. Devi; S. Gopinathan

This paper provides an account of the processes leading to the report Transforming teacher education. Redefined professionals for 21st century schools undertaken by the International Alliance of Leading Education Institutes. The report is a unique document, neither a series of country studies nor one based on an extensive review of the literature. Rather, it attempted to strongly reflect widely varying contexts and responses in teacher education in Asia, Europe, Brazil, Canada and the USA given key global imperatives. This paper traces the rationale, origin and development of the International Alliance, institutional members, and its objectives. The paper also articulates the distinctive collegial process and key decisions involved in the identification of themes, the different contributions of scholars, and the unique challenges of consolidating the vast amount of information across different contexts, languages and cultures. Finally, four key assertions and a summary of implications for teacher preparation and development will be presented based on the Alliance report.


Contemporary Educational Psychology | 2009

Exploring the validity of a teachers' self-efficacy scale in five countries

Robert M. Klassen; Mimi Bong; Ellen L. Usher; Wan Har Chong; Vivien S. Huan; Isabella Yuen Fun Wong; Tasos Georgiou


Applied Psychology | 2009

Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and Singapore

Robert M. Klassen; Rebecca P. Ang; Wan Har Chong; Lindsey L. Krawchuk; Vivien S. Huan; Isabella Yuen Fun Wong; Lay See Yeo


Current Psychology | 2008

Correlates of Academic Procrastination and Students' Grade Goals

Crystal X. Tan; Rebecca P. Ang; Robert M. Klassen; Lay See Yeo; Isabella Yuen Fun Wong; Vivien S. Huan; Wan Har Chong


Teaching and Teacher Education | 2008

Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study

Robert M. Klassen; Wan Har Chong; Vivien S. Huan; Isabella Yuen Fun Wong; Allison Kates; Wanwisa Hannok


Journal of Research on Adolescence | 2009

A Cross-Cultural Study of Adolescent Procrastination

Robert M. Klassen; Rebecca P. Ang; Wan Har Chong; Lindsey L. Krawchuk; Vivien S. Huan; Isabella Yuen Fun Wong; Lay See Yeo


Asia Pacific Education Review | 2011

Beginning teachers’ perceptions of their levels of pedagogical knowledge and skills: did they change since their graduation from initial teacher preparation?

Doris Choy; Sylvia Nguik Yin Chong; Angela F. L. Wong; Isabella Yuen Fun Wong


Archive | 2005

Pre-service teachers™ beliefs, attitudes and expectations: a review of the literature

Sylvia Nguik Yin Chong; Isabella Yuen Fun Wong; Choon Lang Quek

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Vivien S. Huan

Nanyang Technological University

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Wan Har Chong

Nanyang Technological University

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Lay See Yeo

Nanyang Technological University

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Rebecca P. Ang

Nanyang Technological University

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Angela F. L. Wong

Nanyang Technological University

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Doris Choy

Nanyang Technological University

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Steven Tan

Nanyang Technological University

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Sylvia Nguik Yin Chong

Nanyang Technological University

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