Griffith University

PhD, MEd, DipEd, BA
Senior Lecturer, School of Education and Professional Studies
Contact details for Dr Chi-hung Clarence Ng

Research expertise

• Motivation, learning and pedagogy
• Academic self-schemas
• Achievement goals
• Reading motivation and engagement
• Assessment and motivation
• Teacher learning and professional development

Current research projects

• ARC Discovery – Ng, C.H., Wyatt-Smith, C., Bartlett. (2011-2014). Improving disadvantaged students’ reading outcomes through overcoming reading avoidance and promoting reading engagement,  $492725.
• Faculty Research Grant (ARC Pathways Support Grant) – Ng, C.H. & Wyatt-Smith, C. (2011-2013). Exploring the relationship between assessment and motivation, $14860.

Current teaching areas

• Introduction to Education
• Advanced Middle Schooling--Middle Schooling as Research in Action
• Research Methods 1
  

Publications

Books

• Ng, C.H. & Renshaw, P.D. (Eds.) (2009). Reforming learning: Issues, concepts and practices in the Asia-pacific Region. Dordrecht, Netherlands: Springer.

Book chapters

• Ng, C. H. (2009). Exploring the linkage between reforms and learning in the Asia-pacific region: An Activity Theory perspective. In: C. H. Ng & P. D. Renshaw (Eds.), Reforming learning: Concepts, issues and practice in the Asia-pacific region, The Netherlands: Springer, 23-42.
  
• Ng, C. H. (2009). Reforming learning in the Asia-pacific region: An introduction. In: C. H. Ng & P. D. Renshaw (Eds.), Reforming learning: Concepts, issues and practice in the Asia-pacific region, The Netherlands: Springer, 3-22.
  Ng, C. H. (2009). 'Learning for achievement' as a collective motive in re-culturing learning and teaching in Hong Kong classrooms. In: C. H. Ng P. D. Renshaw (Eds.), Reforming learning: Concepts, issues and practice in the Asia-pacific region The Netherlands: Springer, 255-276.
• Yuen A., Pan, N. & Ng, C. H. (2009).  Reforming learning and teaching using online knowledge platform. In: C. H. Ng & P. D. Renshaw (Eds.), Reforming learning: Concepts, issues and practice in the Asia-pacific region The Netherlands: Springer, 67-87.
  
• Ng, C.H. (2005). Curriculum and pedagogical development for building a community of learners among elderly people in using ICT. In: D. McInerney and S. van Etten (Eds.), Research on sociocultural influences on motivation and learning, Greenwich CT: Information Age Press, 5; 375-399.
  
• Ng, C.H. & Renshaw, P.D. (2003). Motivation and school learning. In F. Keeves and N. Wanatabe (Eds.), The International handbook of educational research in the Asia-Pacific region, Dordrecht, Netherlands: Kluwah Academic Publishers, 495-509.
  
• Ng, C.H. & Renshaw, P.D. (2002). Self-schema, motivation and learning: A cross-cultural comparison. In D. McInerney and S. van Etten (Eds.), Research in sociocultural influences on motivation and learning, Greenwich, CT: Information Age Press, 5; 55-87.
• Ng, C. H. (2001). Students as cultural beings: Motivation, learning and achievement among students of diverse ethnical backgrounds in Australia.  In: F. Salili & R. Hoosain (Eds.) Research in multicultural education and international perspectives,  Greenwich, CT: IAP Inc, 1; 87-124.
  

Refereed journals

• Ng, C. H. & Hartwig, K. (in press). Teachers’ perceptions of declining participation in school music. Research Studies in Music Education.
  
• Ng, C. H. (2010). Do career goals promote continuous learning among practising teachers? Teachers and Teaching: Theory and Practice. 16(4), 397-422.
  
• Ng, C. H. (2009). Profiling learners’ achievement goals in completing academic essays.  Educational Psychology. 29(3), 279-296.
  
• Ng, C.H. (2008). Multiple goal learners and their differential patterns of learning. Educational Psychology, 28(4), 439-456.
  
• Ng, C.H. (2008). Evolving motivation in learning computing technologies among older adults: A grounded model. Educational Gerontology, 34(1), 1-14.
  
• Ng, C.H. (2006). The role of achievement goals in the completion of a course assignment: Examining the effects of performance-approach goals and combined goals. Open Learning, 21(1), 33-48.
  
• Ng, C.H. (2005). Academic self-schemas and contrasting self-congruent learning patterns: Findings validated with culturally different samples. Social Psychology of Education, 8(3), 303-328.
  
• Ng, C.H. (2005). Modelling the relationships between self-schemas, learning and learning outcomes in the domain of high school mathematics. Psychologia, 48(1), 14-30.
  
• Ng, C.H. (2004). Researching high-achieving students appraisals of classroom motivation and learning using a diary technique. Asia-Pacific Journal of Education, 24(1), 81-103.
• Ng, C. H. (2000). A path analysis of students’ self-schemas, goal orientations, learning approaches and performance.  Journal of Psychology in Chinese Societies, 1(2), 93-121.
  
• Ng, C. H. & Bahr, N. (2000). Knowledge structures and motivation to learn: Reciprocal effects. Queensland Journal of Educational Research, 16(1), 76-106.
  

Refereed conference abstracts/papers

• Ng, C.H. (2010). The effects of academic self-schemas on task engagement, coping with failure and performance: An experimental study. Paper presented at the Annual Conference of Australian Association for Research in Education, University of Melbourne, 28 Nov-2 Dec.
  
• Ng, C.H. (2005). Merging learning- and achievement-orientations: A culturally responsive pedagogical model for teaching in the Asia-pacific region. Paper presented at International Conference of Redesigning Pedagogy: Research, Policy and Practice. Singapore (National Institute of Education). 30 May-1 June.
  
• Ng, C.H. (2005). Redesigning assignments to promote learning for distance learners. Paper presented at CRIDALA/DEC Conference, Hong Kong. 20-22 June.
  
• Ng, C.H. & Fung, Y. (2005). Promoting teacher learning through distance education from an integrated perspective. Paper presented at CRIDALA/DEC Conference, Hong Kong. 20-22 June.
  
• Ng, C.H. (2004). The interrelationship between cognition, motivation and learning from a self-schema perspective. Paper presented at International Congress of Psychology, Beijing, 8-13 August.
  
• Ng, C.H. (2004). Does career-related consideration promote professional learning among teachers? Paper presented at the 2004 World Assembly of the International Council on Education for Teaching (ICET), University of Hong Kong, 13-17 July.
  
• Ng, C.H., & Lai, E. (2004). Promoting teachers continuing professional development through mentoring. Paper presented at the 2004 World Assembly of the International Council on Education for Teaching (ICET), University of Hong Kong, 13-17 July.
  
• Ng, C.H. (2004). Motivation and lifelong learning: Promoting learning engagement for adult-distance learners from an achievement goal perspective. Paper presented at the 21st ICDE World Conference on Open Learning and Distance Education, Hong Kong, 18-21 February.
  
• Ng, C.H. & Lai, E. (2004). Mentoring as a model for promoting professional lifelong learning for teachers through distance education. Paper presented at the 21st ICDE World Conference on Open and Learning and Distance Education, Hong Kong, 18-21 February.
• Ng, C. H. (2003). Reconceptualising achievement goals from a cultural perspective.; Paper presented at the Joint Conference of Australian Association for Research in Education & New Zealand Association for Research in Education, University of Auckland, Auckland, New Zealand, December.
• Ng, C. H. (2002).  Relations among motivational beliefs, self-regulation and learning outcomes: A longitudinal study.  Paper presented at the Annual Conference of Australian Association for Research in Education, University of Queensland, Brisbane, 1-5 December
• Ng, C. H. (2002).  A sociocultural analysis of evolving motivation in the study of computing knowledge and skills.  Paper presented as part of the Symposium 'Motivational change in social contexts' organised by Judith MacCallum, the Annual Conference of Australian Association for Research in Education, University of Queensland, Brisbane, 1-5 December.
• Ng, C. H. (2002).  Successful life-long learning and motivation: Lessons learnt from a qualitative study of elderly people learning computing skills and knowledge.  Paper presented at the HKERA 2002 International Conference, Chinese University of Hong Kong, Hong Kong, 20-21 December.
• Ng, C. H. (2002).  A longitudinal study of students’ self-schemas and learning engagement patterns.  Paper presented at the 25th International Congress of Applied Psychology, Singapore, 8-12 July.
• Ng, C. H. (2002).  Achievement goals and other important learning variables in the completion of course assignments.  Paper presented at the 25th International Congress of Applied Psychology, Singapore, 8-12 July.
• Ng, C. H. (2002).  Achievement goals, learning strategies and learning outcome of university students in a distance mode of learning. Paper presented at the Motivation SIG symposium “Dialogues in motivation”, Annual Meeting of American Educational Research Association (SIG Motivation in Education), New Orleans, 1 – 5 April.
• Ng, C. H. & Renshaw, P. D. (2001).  Towards a self-schema theory of motivation and learning.  Paper presented at the Bi-annual Conference of European Association for Research in Learning and Instruction, University of Fribourg, Fribourg, Switzerland, 27 August – 1 September.
• Ng, C. H. & Shum, W. C. (2001).  Educational gerontology in practice: The establishment, implementation and evaluation of an IT education program for elderly learners.  Paper presented at the 9th Annual Congress of Gerontology, Hong Kong, November.
• Ng, C. H. (2000). Motivational and learning processes of university students in a distance mode of learning: An achievement goal perspective.  Paper Presented at the Annual Conference of Australian Association for Research in Education, University of Sydney, Sydney, December