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Representative Publications

  • Hau, K. T., & Marsh, H. W. (in press).  Academic self-concept and achievement. In International Encyclopedia of Social and Behavioral Science (2nd ed.). Oxford, UK: Elsevier.
  • Ku, K. Y. L., Lai, E. C. M., & Hau, K. T. (2014). Epistemological beliefs and the effect of authority on argument-counterargument integration: an experiment.  Thinking Skills and Creativity, 13, 67-79.
  • Ho, I. T., & Hau, K. T. (2014).  East meets west: Teacher motivation in the Chinese context. In P. Richardson, Karabenick, S., &Watt, H. Teacher motivation: Theory and practice(pp.133-149).  New York, NY: Routledge Taylor/Francis.
  • Nagengast, B., Marsh, H. W., Chiorri, C., & Hau, K. T. (2014). Character building or subversive consequences of employment during high school: Causal effects based on propensity score models of categorical treatments.  Journal of Educational Psychology, 106(2), 584-603.
  • Wen, Z. L., Marsh, H. W., Hau, K. T., Wu, Y., Liu, H., & Morin, A. J. S. (2014). Interaction effects in Latent Growth Models: Evaluation of Alternative Estimation Approaches. Structural Equation Modeling, 21(3), 361-374.
  • Chang, J., Tse, C. S., Leung, G. T. Y., Fung, A. W. T., Hau, K. T., Chiu, H. F. K., & Lam, L. C. W. (2014). Bias in discriminating very mild dementia for older adults with different levels of education in Hong Kong. International Psychogeriatrics, 26(6), 995-1010.
  • Martin, A. J., Yu, K., & Hau, K. T. (2014).  Motivation and engagement in the ‘Asian century’: A comparison of Chinese students in Australia, Hong Kong, and Mainland China. Educational Psychology, 34(4), 417-439.
  • Ku, K. Y. L., Ho, I. T., Hau, K. T., & Lai, E. C. M. (2014). Integrating direct and inquiry-based instruction in the teaching of critical thinking: An intervention Study. Instructional Science, 42(2), 251-269.
  • Nagengast, B., Marsh, H. W., & Hau, K. T. (2013). Effects of single-sex schooling in the final years of high school: A comparison of analysis of covariance and propensity score matching. Sex Roles: A journal of Research, 69(7-8), 404-422.
  • Wu, Y., Wen, Z., Marsh, H. W., & Hau, K. T. (2013). A comparison of strategies for forming product indicators for unequal numbers of items in structural equation models of latent interactions. Structural Equation Modeling, 20(4), 551–567.
  • 温忠麟，吴艳，侯杰泰. (2013). Latent Interaction in Structural Equation Modelling: Distribution – analytic Approaches (潜变量交互效应结构方程：分布分析方法). Psychological Exploration(心理学探新), 33 (5), 409–414.
  • Leong, C.K., Ho, M. K., Chang, J., & Hau, K. T. (2013).  Differential importance of language components in determining secondary school students’ Chinese reading literacy performance. Language Testing, 30(4), 419-439.
  • Marsh, H. W., Wen, Z. L., Hau, K. T., & Nagengast, B. (2013).  Structural Equation Models of Latent Interaction and Quadratic Effects. In G. Hancock & R. O. Mueller (Eds,). A second course in Structural Equation Modeling(2nd ed. pp.267-308).  Greenwich, CT: Information Age Publishing.
  • Xu, M. K., Marsh, H. W., Hau, K. T., Ho, I. T. F., Morin, A. J. S., & Abduljabbar, A. S. (2013). The Internal/External Frame of Reference of Academic Self-concept: Extension to a Foreign Language and the Role of Language of instruction. Journal of Educational Psychology, 105(2), 489-503.
  • Tse, C. S., Chang, J. F., Leung, T. Y., Fung, W. T., Hau, K. T., Chiu, F. K., & Lam, C. W. (2013).  Effects of education on very mild dementia among Chinese people in Hong Kong: Potential mediators in the Cantonese Mini-Mental State Examination(C-MMSE) tasks. Aging and Mental Health, 17(3), 310-318.
  • Marsh, H. W., Hau, K. T., Wen, Z., Nagengast, B., & Morin, A. J. S. (2013).    In Little, T. D. (Ed.), Oxford Handbook of Quantitative Methods, Vol.2 (pp.361-386). New York: Oxford University Press.
  • Hau, K. T. (侯杰泰), Liu, H. (刘红云), & Marsh, H. W. (馬什赫伯特) (2012).  Statistical analyses in psychology: Trends, crises, and prospect (心理统计分析：趋势、 契机与展望). Bulletin of Chinese Academy of Sciences(中國科學院院刊), 27(supplement), 216-224. (in Chinese)
  • Hau, K. T. (2012).  Simulation Studies in Structural Equation Modeling (結構方程分析中的模擬研究方法).  In Z. Wen (溫忠麟), H., Liu (劉紅雲), K. T., Hau (侯傑泰)(Eds.) (編). Moderating and medication analyses (調節效應和中介效應分析) (pp. 244-270). Beijing, China (中國北京): Educational Science (教育科學出版社). (in Chinese)
  • Xia, P., Li, N., Hau, K. T., Liu, C. Lu, Y. (2012).  Quality of life of Chinese urban community residents: A psychometric study of the mainland Chinese version of the WHOQOL-BREF. BMC Medical Research Methodology, 12: 37 (http://www.biomedcentral.com/1471-2288/12/37)
  • Marsh, H. W., Wen, Z., Nagengast, B., & Hau, K. T. (2012).  Structural equation models of latent interaction. In Hoyle, R. H. (Ed.), Handbook of Structural Equation Modeling (pp.436-458).  New York: Guilford Press.
  • Wu, Y. (吴艳), Wen, Z.-L. (温忠麟), Hau, K.-T. (侯杰泰), & Marsh, H. W. (馬什赫伯特) (2011). Appropriate standardized estimates of latent interaction models without the mean structure (无均值结构的潜变量交互效应模型的标准化估计). Acta Psychologica Sinica(心理學報), 43, 1219-1228. (in Chinese)
  • Nagengast, B., Marsh, H. W., Scalas, F., Xu, M. K., Hau, K. T., & Trautwein, U. (2011). Who took the “×” out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological science, 22(8), 1058-1066.
  • Ho, I. T., Hau, K. T. (2010).  Consequences of the Confucian culture: High achievement but negative psychological attributes? Learning and Individual Differences, 20, 571-573.
  • Chang, J., Hau, K. T., & Leng, Y. (2010).  Features and improvement of sociometric assessment of peer status. Psychological Science, 33, 1220-1222. (in Chinese).
  • Wen, Z., Marsh, H. W., & Hau, K. T. (2010).  Structural equation models of latent interactions: An appropriate standardized solution and its scale-free properties. Structural Equation Modeling: A Multidisciplinary Journal, 17(1), 1–22.
  • Martin, A. J., & Hau, K. T. (2010).  Achievement motivation among Chinese and Australian school students: Assessing differences of kind and differences of degree. International Journal of Testing, 10(3), 274-294.
  • Hau, K. T., & Ho, I. T. (2010).  Chinese students’ motivation and achievement. In M. H. Bond, The Oxford handbook of Chinese psychology (pp.187-204). New York: Oxford University Press.
  • Yu, C. W., Sung, R. Y. T., Hau, K. T., Lam, P. K. W., Nelson, E. A. S., & So, R. (2008).  The effect of diet and strength training on obese children’s physical self-concept.  Journal of Sports Medicine and Physical Fitness, 48, 76-82.
  • Hau, K. T. (侯傑泰), & Ho, J., W. Y. (何穎欣) (2008).  Feedback and system monitoring of Students’ learning: The Hong Kong Experience (學習回饋及系統監察：香港的經驗).  Journal of Educational Research and Development, 4(4), 1-18. (in Chinese)
  • Wen, Z. L. (溫忠麟), Hau, K. T. (侯杰泰), & Marsh, H. W. (馬什赫伯特) (2008). Appropriate standardized estimates for moderating effects in structural equation models (结构方程模型中调节效应的标准化估计).  Acta Psychologica Sinica(心理學報), 40, 729-736. (in Chinese)
  • Hau, K. T. (侯杰泰), & Zhang, S. (张珊珊) (2008).  Conducting academic quality analyses: Could accountability and educational feedback be achieved simultaneously? (开展学业质量分析：问责与教学反馈能否两者兼得？). People’s Education (人民教育), 11, 36-39. (in Chinese)
  • Wen, Z. L.(溫忠麟) , & Hau, K. T. (侯杰泰) (2008).  Cutoff Values for Testing: How Great the Difference between the True and the False Makes Them Distinguishable? (检验的临界值:真伪差距多大才能辨别?——评《不同条件下拟合指数的表现及临界值的选择》). Acta Psychologica Sinica(心理學報), 40, 119-124. (in Chinese)
  • Marsh, H. W., Seaton, M., Trautwein, U., Ludtke, O., Hau, K. T., Alison, O’M., & Craven, R. G. (2008).  The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319-350.
  • Leong, C. K., Tse, S. K., Loh, K. Y., & Hau, K. T. (2008).  Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automatized naming and onset-rime phonological segmentation.  Journal of Educational Psychology, 100, 135-149.
  • Ho, I. T., & Hau, K. T. (2008).  Academic achievement in the Chinese context: The role of goals, strategies, and effort.  International Journal of Psychology, 43, 892-897.
  • Hau, K.T. & Ho, I. T. (2008).  Editorial: Insights from research on Asian students’ achievement motivation. International Journal of Psychology, 43, 865-869.
  • Ho, I. T., Hau, K. T., & Salili, F. (2007).  Expectancy and value as predictors of Chinese students’ achievement goals.  In F. Salili & R. Hoosain (Eds.), Culture, motivation, and learning: A multicultural perspectives (pp.69-90). Greenwich, CT: Information Age Publishing.
  • Leong, C. K., Hau, K. T., Tse, S. K., & Loh, K. Y. (2007).  Component skills of text comprehension in less competent Chinese comprehenders.  Annals of Dyslexia, 57, 75-97.
  • Marsh, H. W., Wen, Z., Hau, K. T., Little, T. D., Bovaird, J. A., & Widaman, K. F. (2007). Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approached.  Structural Equation Modeling: A Multidisciplinary Journal, 14, 570-580.
  • Marsh, H. W., & Hau, K. T. (2007). Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies. Contemporary Educational Psychology, 32, 151-170.
  • Marsh, H. W., Hau, K. T., Sung, R. Y. T., & Yu, C. W. (2007).  Childhood obesity, gender, Actual-Ideal Body Image Discrepancies, and Physical Self-concept in Hong Kong Children: Cultural Differences in the Value of Moderation. Developmental Psychology, 43(3), 647-662.
  • Marsh, H. W., Hau, K. T., Artelt, C., Baumert, J., & Peschar, J. L. (2006).  OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360 (whole issue).
  • Yuen, K. M. & Hau, K. T. (2006). Constructivist teaching and teacher-centred teaching: A comparison of students’ learning in a university course. Innovations in Education and Teaching International, 43(3), 279-290.
  • Yu, C. C. W., Chan, S, Cheng, F., Sung, R. Y. T., Hau, K. T. (2006).  Are Physical Activity and Academic Performance Compatible?  Academic Achievement, Conduct, Physical Activity and Self-esteem of Hong Kong Chinese Primary School Children.  Educational Studies, 32(4), 331-341.
  • Wen, Z. L. (温忠麟), Chang, L. (张雷), & Hau, K. T. (侯杰泰) (2006).  Mediated moderator and moderated mediator(有中介的調節變量和有調節的中介變數量). Acta Psychologica Sinica(心理學報), 38(3), 448-452. (in Chinese)
  • Marsh, H. W., Wen, Z. L., & Hau, K. T. (2006).  Structural Equation Models of Latent Interaction and Quadratic Effects. In G. Hancock & R. O. Mueller (Eds.), A second course in Structural Equation Modeling(pp.225-265).  Greenwich, CT: Information Age Publishing.
  • Marsh, H. W., Martin, A. J., & Hau, K. T. (2006).  A Multiple Method Perspective on Self-concept Research in Educational Psychology: A Construct Validity Approach.  In M. Eid & E. Diener (Eds.), Handbook of multimethod measurement in psychology (pp.441-456).  American Psychological Association.
  • Leong, C. K., Hau, K. T., Cheng, P. W., & Tan, L. H. (2005).  Exploring two-wave reciprocal structural relations among orthographic knowledge, phonological sensitivity, reading and spelling English words by Chinese students.  Journal of Educational Psychology, 97(4), 591-600.
  • Hau, K. T., Sung, R. Y. T., Marsh, H. W., Yu, C. W., & Lau, P. W. C. (2005).  Factorial structure and comparison between obese and non-obese children’s physical self-concept.  In H. W. Marsh & R. G. Craven & D. M  McInerney (Eds.), Advances in self-research (Volume 2)(pp.257-278).  Greenwich, CT: Information Age Publishing.
  • Leung, C. K., Chang, H. H., & Hau, K. T. (2005).  Computerized adaptive testing: A mixture item selection approach for constrained situations.  British Journal of Mathematical and Statistical Psychology, 58, 239-257.
  • Leong, C. K., Tan, L. H., Cheng, P. W., & Hau, K. T. (2005).  Learning to read and spell English words by Chinese students. Scientific Studies of Reading, 9(1), 63-84.
  • Wen, Z. L. (溫忠麟), Hau, K. T. (侯杰泰), & Chang, L.(張雷) (2005).  A comparison of moderator and mediator and their applications(調節效應與中介效應的比較和應用). Acta Psychologica Sinica(心理學報), 37(2): 268-274. (in Chinese)
  • Marsh, H. W., Hau, K. T., & Grayson, D. (2005).  Goodness of fit in structural equation models.  In A. Maydeu-Olivares & J. J. McArdle (Eds.), Contemporary Psychometrics: A Festschrift for Roderick P. McDonald (pp.225-340). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Sung, R. Y. T., Yu, C. W., So, R. C. H., Lam, P. K. W., & Hau, K. T. (2005).  Self-perception of physical competences in preadolescent overweight Chinese children. European Journal of Clinical Nutrition, 59, 101-106.
  • Wen, Z. L. (溫忠麟), Chang, L. (张雷), Hau, K. T. (侯杰泰), & Liu, H. (刘红云) (2004). Testing and application of the mediating effects (中介效應檢驗程序及其應用).  Acta Psychologica Sinica(心理學報), 36(5), 614-620. (in Chinese)
  • Wen, Z.L. (溫忠麟), Hau, K. T. (侯杰泰), Wang, G. (王桂祥), He, Y.(何以建) (2004).  Self-concept and internal/external frame of reference model of vocational and ordinary high school students(職中和高中學生的自我概念與內外參照模型). Psychological Science(心理科學), 27(4), 946-948. (in Chinese)
  • Hau, K. T. & Marsh, H. W. (2004).  The use of item parcels in structural equation modeling: Nonnormal data and small sample sizes.  British Journal of Mathematical and Statistical Psychology, 57, 327-351.
  • Marsh, H. W., Wen, Z. L., & Hau, K. T. (2004).  Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction.  Psychological Methods, 9(3), 275-300.
  • Wen, Z. L. (溫忠麟), Hau, K. T. (侯杰泰), Marsh, H. W.(馬什赫伯特) (2004).  Structural equation model testing: Cutoff criteria for goodness of fit indices and chi-square test(結構方程模型檢驗:擬合指數與卡方準則).  Acta Psychologica Sinica (心理學報), 36, 186-194. (in Chinese)
  • Marsh, H. W., Hau, K. T., & Craven, R. (2004).  The big-fish-little-pond effect stands up scrutiny.  American Psychologist, 59, 269-271.
  • Marsh, H. W. & Hau, K. T. (2004).  Explaining Paradoxical Relations Between Academic Self-concepts and Achievements: Cross-cultural Generalizability of the Internal-External Frame of Reference Predictions Across 26 Countries.  Journal of Educational Psychology, 96, 56-67.
  • Marsh, H. W., Hau, K. T., & Wen, Z. L. (2004).  In search of golden rules: Comment on hypothesis testing approaches to setting cutoff values for fit indexes and dangers in overgeneralising Hu & Bentler (1999) findings.  Structural Equation Modeling (Lawrence Erlbaum Associates), 11, 320-341.
  • Ho, I.T. & Hau, K.T. (2004).  Australian and Chinese teacher efficacy: Similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants. Teaching and Teacher Education, 20, 313-323.
  • Hau, K. T., Marsh, H. W., & Wen, Z. (2004).  Goodness of fit measures in structural equation modeling.  International Journal of Psychology, 39(5-6), 513 (Supple S).
  • Wen, J. B., & Hau, K. T. (2004).  Effects of number of strata and unbalanced structure on item pool usage in stratified computer adaptive testing.  International Journal of Psychology, 39(5-6), 383 (Supple S).
  • Wen, Z. (温忠麟), Hau, K. T. (侯杰泰), Marsh, H. W. (馬什赫伯特) (2003).  Methods and recent development in analysis of interaction effects between latent variables(潛變量交互效應分析方法).  Advances in Psychological Science (心理科學進展), 11(5), 593-599.(in Chinese)
  • Hau, K. T., Kong, C. K., & Marsh, H. W. (2003).  Chinese self-description questionnaire: Cross-cultural validation and extension of theoretical self-concept models.  In H. Marsh, R. Craven, & D. M. McInerney (Eds.), International advances in self research (Volume 1)(pp.49-65).  Greenwich, CT: Information Age Publishing.
  • Wen, Z. (温忠麟), & Hau, K. T. (侯杰泰) (2003).  Regression toward the mean in psychological testing and the reoccurrence probability of extreme scores(心理測驗中的趨中回歸與超常分數重現概率).  Acta Psychological Sinica(心理學報), 35, 419-425. (in Chinese)
  • Kong, C. K., Hau, K. T., Marsh, H. W. (2003).  Cross-cultural validation of self-concept measures and theoretical models in the Chinese context. F. Salili & R. Hoosain (Eds.), Teaching, learning, and motivation in a multicultural context (pp.117-145).  Greenwich, CT: Information Age Publishing.
  • Marsh, H. W., & Hau, K. T. (2003).  Big-fish-little-pond effect on academic self-concept: A cross-cultural (26 country) test of the negative effects of academically selective schools.  American Psychologist, 58, 364-376.
  • Leung, C. K., Chang, H. H., & Hau, K. T. (2003).  Incorporation of content balancing requirements in stratification designs for computerized adaptive testing.  Educational and Psychological Measurement, 63, 257-270.
  • Cheng, Z. J., & Hau, K. T. (2003).  Are intelligence and personality changeable? Generality of Chinese students’ beliefs across various personal attributes and age groups.  Personality and Individual Differences, 34, 731-748.
  • Leung, C. K., Chang, H. H., & Hau, K. T. (2002).  Item selection in computerized adaptive testing: Improving the a-stratified design with the Sympson-Hetter Algorithm.  Applied Psychological Measurement, 26, 376-392.
  • Marsh, H. W., Hau, K. T. & Kong, C. K. (2002).  Multilevel Causal Ordering of Academic Self-concept and Achievement: Influence of Language of Instruction (English compared with Chinese) for Hong Kong Students.  American Educational Research Journal, 39, 727-763.
  • Marsh, H. W., Hau, K. T., & Kong, C. K. (2002).  Multilevel Modeling of Longitudinal Growth and Change: Substantive Effects or Regression Toward the Mean Artifacts? Multivariate Behavioral Research, 37, 245-282.
  • Chang, L. (张雷), Guo, A. (郭爱妹), & Hau, K. T. (侯杰泰) (2002).  A Comparative Study of the Egalitarian Gender Role Attitudes in American and Chinese College Students中美大学生性别角色平等态度比较研究. Psychological Science(心理科學), 25(2), 219-221. (in Chinese)
  • Cheng, Z. J. (成子绢), & Hau, K. T. (侯杰泰) (2002).  Do those believe intelligence to be unchangeable also think personality is nonmalleable? Universality of implicit theories across personal attributes (相信智力不变是否也认为个性难改?——个人属性内隐观的普遍性)  .  Acta Psychologica Sinica(心理學報), 34(1), 81-88. (in Chinese)
  • Wen, Z., Marsh, H. W., & Hau, K. T. (2002).  Interactional effects in growth modeling: A full model.  Structural Equation Modeling: A Multidisciplinary Journal, 9, 20-39.  (USA, Lawrence Erlbaum Associates).
  • Leung, C.K., Chang, H.H., & Hau, K.T. (2001).  Making a-Stratified Computerized Adaptive Testing Design More Practical: Imposing Non-statistical Constraints. Global Chinese Journal (Electronic) for Computers in Education, http://www.fed.cuhk.edu.hk/GCJCE/
  • Hau, K. T., & Chang, H. H. (2001).  Item selection in computerized adaptive testing: Should more discriminating items be used first.  Journal of Educational Measurement, 38(3), 249-266.
  • Chang, L. (张雷), Hau, K. T. (侯杰泰), Ho, W. K. (何伟杰), Wen, J. B. (文剑冰), & Wang Y. (王渝光) (2001).  Putonghua Text: Flexibility of tape-recorded marking, reliability and economic efficiency (普通话测试的录音评分可行性、信度及经济效率).  Acta Psychologica Sinica(心理學報), 33(2), 97-103. (in Chinese)
  • Marsh, H. W., Kong, C. K., & Hau, K. T. (2001).  Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students.  Journal of Educational Psychology, 93(3), 543-553.
  • Marsh, H. W., Hau, K. T., & Kong, C. K. (2001).  Late immersion and language of instruction (English vs. Chinese) in Hong Kong high schools: Achievement growth in language and nonlanguage subjects.  In: Beck, S. W., & Olah, L. N.  (Eds.), Perspectives on langauge and literacy: Beyond the here and now (pp.247-287).  Cambridge, MA: Harvard Educational Review.
  • Hau, K. T., Poon, C. S. A., Wen, J. B. (2000). Setting minimum language competence standard in Hong Kong primary and secondary schools. International Journal of Psychology, 35(3-4), 416 (Sp. Issue).
  • Cheng, Z. J., & Hau, K. T. (2000). Universality of implicit theories: Are intelligence and personality both unchangeable? International Journal of Psychology, 35(3-4), 247 (Sp. Issue).
  • Hau, K. T. (2000).  Through-road: Are there better substitutes than the abolishment of the high stakes academic aptitude test (AAT)?  Journal of Psychology in the Chinese Societies, 1, 163-169.
  • Hau, K. T. (2000).  Book Review: Structural Equation Modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming.  Structural Equation Modeling: A Multidisciplinary Journal (USA, Lawrence Erlbaum Associates), 7, 640-643.
  • Marsh, H. W., Hau, K. T., & Kong, C. K. (2000).  Late immersion and language of instruction (English vs. Chinese) in Hong Kong high schools: Achievement growth in language and nonlanguage Subjects.  Harvard Educational Review, 70, 302-346.
  • Marsh, H. W., Kong, C. K., & Hau, K. T. (2000).  Longitudinal multilevel models of the Big Fish Little Pond Effect on academic self-concept: Counterbalancing contrast and reflected glory effects in Hong Kong schools.  Journal of Personality and Social Psychology, 78, 337-349.
  • Cao, Y. W(曹亦薇)., & Hau, K. T. (侯傑泰) (1999).  Sex differential item functioning of a Chinese vocabulary test(漢語詞彙測驗中的性差項目功能差異).  Psychological Testing (測驗年刊), 46(1), 119-128. (in Chinese)
  • Ho, I. T., Salili, F., Biggs, J. B., & Hau, K. T. (1999).  The relationship among causal attributions learning strategies and level of achievement: A Hong Kong Chinese study.  Asia Pacific Journal of Education, 19(1), 44-58.
  • Hau, K. T. (侯杰泰), & Cheng Z. J. (成子娟), & Marsh, H. W. (馬什赫伯特) (1999).  Confirmatory factor analyses: Number of items and other coping strategies for small sample (验证性因素分析:问卷题数及小样本应用策略).  Acta Psychologica Sinica(心理學報), 31(1), 76-83. (in Chinese)
  • Marsh, H. W., & Hau, K. T. (1999).  Confirmatory factor analysis: Strategies for small sample sizes (pp.251-284).  In R. H. Hoyle (Ed.), Statistical strategies for small sample research, Thousand Oaks, CA: Sage.
  • Salili, F., Hau, K. T. (1999).  Teachers’ evaluative feedback and its relationship with students’ perception of ability and effort: An analysis of the effects of culture and context on students’ perceptions.  Asia Pacific Journal of Education(Singapore), 19(2), 60-71.
  • Marsh, H. W., Hau, K. T., Chung, C. M., & Siu, T. L. P. (1998).  Confirmatory factor analyses of students’ evaluations of university teaching.  Structural Equation Modeling(Lawrence Erlbaum Associate, USA), 5(2), 143-164.
  • Marsh, H. W., Hau, K. T., Balla, J. R., Grayson, D. (1998).  Is more ever too much: The number of indictors per factor in confirmatory factor analysis.  Multivariate Behavioural Research(Lawrence Erlbaum Associate, USA), 33(2), 181-220.
  • Marsh, H. W., & Hau, K. T. (1998).  Is parsimony always desirable: Response to Hoyle, Sivo & Willson, Markus, Mulaik, Tweedledee, Tweedledum, the Cheshire Cat, and Others.  Journal of Experimental Education(Heldref, USA), 66(3), 274-285.
  • Marsh, H. W., Hau, K. T., Chung, C. M., & Siu, T. L. P. (1997).  Students’ evaluations of university teaching: Chinese version of the students’ evaluations of educational quality (SEEQ) instrument.  Journal of Educational Psychology(APA), 89, 568-572.
  • Marsh, H. W., & Hau, K. T. (1996).  Assessing goodness of fit: Is parsimony always desirable?  The Journal of Experimental Education(Heldref, USA), 64, 364-390.
  • Hau, K. T. (1996).  Classroom structure and students’ goal orientation of Chinese students in Hong Kong.  International Journal of Psychology, 31(3-4), 384.71 (Sp. Issue).
  • Marsh, H. W., Balla, J. R., & Hau, K. T. (1996).  An evaluation of incremental fit indexes: A clarification of mathematical and empirical properties.  In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling techniques(pp.315-353).  Mahwah, NJ: Lawrence Erlbaum.
  • Kong, C. K., & Hau, K. T. (1996).  Students’ Achievement Goals and Approaches to Learning: Relationship between emphasis of self-improvement and thorough understanding.  Research in Education (UK), 55, 74-85.
  • Hau, K. T., & Salili, F. (1996).  Motivational Effects of Teachers’ Ability versus Effort Feedback on Chinese Students’ Learning.  Social Psychology of Education: An International Journal (Kluwer, Netherlands), 1, 69-85.
  • Hau, K. T., & Salili, F. (1996).  Prediction of academic performance among Chinese students: Effort can compensate for lack of ability.  Organizational Behavior and Human Decision Processes(Academic Press, USA), 65, 83-94.
  • Hau, K. T., & Salili, F. (1996).  Achievement goals and causal attributions of Chinese children.  In S. Lau (Ed.), Growing up the Chinese way: The role of culture in socialization.  Hong Kong: Chinese University Press.
  • Gow, L., Balla, J., Kember, D., Hau, K. T. (1996).  Learning approaches of Chinese people: A function of socialization processes and the context of learning?  In M. Bond (Ed.), A handbook of Chinese psychology.  New York: Oxford University Press.
  • Hau, K. T. (1995).  Confirmatory Factor Analyses of Seven Locus of Control Measures.  Journal of Personality Assessment(Lawrence Erlbaum Associate, USA), 65, 117-132.
  • Salili, F. & Hau, K. T. (1994).  The effects of teachers’ evaluative feedback on Chinese students’ perception of ability: A cultural and situational analysis.  Educational Studies (Carfax, UK), 20, 223-236.
  • Marsh, H. W., Hau, K. T., Roche, L., Craven, R., Balla, J., McInerney, V. (1994).  Problems in the application of structural equation modeling: Comment on Randhawa, Beamer, and Lundberg (1993).  Journal of Educational Psychology (APA), 86, 457-462.
  • Hau, K. T. & Salili, F. (1993).  Measurement of achievement attribution – A review of instigation methods, question contents, and measurement formats.  Educational Psychology Review (Plenum Press, USA), 5(4), 377-422.
  • Hau, K. T. (1993).  Suicide in Hong Kong 1971-1990: Age trend, sex ratio, and method of suicide.  Social Psychiatry and Psychiatric Epidemiology(Springer-Verlag), 28, 23-27.
  • Berndt, T. J., Cheung, P. C., Lau, S., Hau, K. T., & Lew, J. F. (1993).  Perceptions of parenting in Mainland China, Taiwan, and Hong Kong: Sex differences and societal differences.  Developmental Psychology(APA), 29(1), 156-164.
  • Hau, K. T., Salili, F. (1992).  Academic causal attribution and achievement goals of Chinese students in Hong Kong. International Journal of Psychology, 27 (3-4), 198 (sp issue)
  • Cheung, P. C., Conger, A. J., Hau, K. T., Lau, S., & Lew, J. F. (1992).  Development of the Multi Trait Personality Inventory (MTPI): Comparison Among Four Chinese Populations.  Journal of Personality Assessment(Lawrence Erlbaum Associate, USA), 59(3), 528-552.
  • Hau, K. T. & Salili, F. (1991).  Structure and Semantic Differential Placement of Specific Causes: Academic Causal Attributions by Chinese Students in Hong Kong. International Journal of Psychology(Lawrence Erlbaum Associate, UK), 26(2), 175-193.
  • Lau, S., Lew, J. F., Hau, K. T., Cheung, P. C., & Berndt, T. (1990).  Relations among perceived Parental Control, Warmth, Indulgence and Family Harmony of Chinese in Mainland China.  Developmental Psychology(APA), 26(4), 674-677.
  • Hau, K. T. & Salili, F. (1990).  Examination Result Attributions, Expectancy, and Achievement Goals of Chinese Students in Hong Kong, Educational Studies(Carfax, UK), 16, 17-31.
  • Hau, K. T. (1990).  Moral development and the ability to fake in a moral judgment test among Chinese adolescents.  Psychologia – An International Journal of Psychology in the Orient(Japan), 33, 107-112.
  • Hau, K. T. & Salili, F. (1989).  Attribution of Examination Results – Chinese Primary School Students in Hong Kong. Psychologia: An International Journal of Psychology in the Orient(Japan), 32, 163-171.
  • Hau, K. T. & Lew, J. F. (1989). Moral Development of Chinese Students in Hong Kong. International Journal of Psychology (Lawrence Erlbaum Associate, UK), 24, 561-569.
  • Hau, K. T. (1982).  A simulation of Rutherford experiment.  Journal of Chemical Education, 59(11), 973.

@professor Kit-Tai Hau, The Chinese University of Hong Kong