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Author:   Lan Yang ,  Jiesi Guo ,  Ricci W. Fong
Publisher:   Springer Nature Switzerland AG
Imprint:   Springer Nature Switzerland AG
ISBN:  

9789819652013

ISBN 10:   9819652014
Pages:   260
Publication Date:   17 July 2025
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

PART I: Needs and Characteristics of Diverse Learners That Are Noteworthy but Much-overlooked Introduction Chapter.- Chapter 1 The needs of social and emotional development for students with diverse needs.- Chapter 2 Adaptability: A Social and Emotional Competence Critical for Learners to Navigate their Ever-Changing World.- Chapter 3 Being Left Behind is More than the Absence of Parents: Student Engagement in China from a Developmental Systems Approach.- Part II: Psychosocial Agents for Social and Emotional Development.-Chapter 4 Fighting Future Terrorism via Sense of Belonging at School: Teachers supporting poor students, immigrants, and language minorities.- Chapter 5 Teacher Emotion and Emotion Regulation as Antecedents of Teacher Efficacy for Hong Kong In-Service Teachers.- Chapter 6 Student Well-being and Its Influential Factors: Insights from Students, Parents and Teachers.- Part III: Effective Practices, Interventions and Implications for Social and Emotional Development.- Chapter 7  Application of Mindfulness-Based Program in Promoting Social and Emotional Development of Children with Attention Deficit Hyperactivity Disorders.- Chapter 8 Addressing Sexuality in Chinese Students with Autism Spectrum Disorders: Current Sexuality Education Practices and Barriers.- Chapter 9 Effect of a Constructively Aligned Co-Curricular Program on Associate Degree Students’ Self-Esteem Development: A Longitudinal Study.- Chapter 10 How university students enhance social and emotional learning through experiential learning activities: A qualitative study.- Chapter 11 A Team-based Approach in Helping In-service Teachers to Understand the Social and Emotional Needs of Students.- Chapter 12 Socio-Emotional Development for Diverse Learners: Insights into meaning-making and eudaimonic emotions.- Chapter 13 Developing young children’s social competence: A case study of the practices of a Hong Kong kindergarten.- Part IV: Understanding Social and Emotional Learning: Theoretical Perspectives and Review.- Chapter 14  Promoting Social and Emotional Competencies of Singapore Students: Theoretical Perspectives of Current Practices.- Chapter 15 Teacher Emotion and Students’ Social and Emotional Learning: A Systematic Review.- Chapter 16 Towards Better Social and Emotional Learning: The Way Forward.

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Author Information

Lan Yang, Ph.D., is an Associate Professor and Associate Head (Research) in the Department of Curriculum and Instruction at the Education University of Hong Kong. She also serves as a Senior Fellow at the Assessment Analytic Research Centre (ARC). She obtained her PhD from the University of Hong Kong in 2012, focusing on the effects of performance feedback and a combination of performance and attributional feedback on Chinese students’ academic self-concept and achievement. Her doctoral research attained her the esteemed Global SELF Research Network Highly Commended PhD Award in 2013. Her current research centers on leveraging formative assessment through a psychological lens, exploring various influential constructs such as self-concept, achievement emotions, and learning engagement. Recently, she has led the establishment of the Psychology and Assessment Special Interest Group (SIG) under the Key Research Area (KRA) initiative at the Education University of Hong Kong. Email: yanglan@eduhk.hk Jiesi Guo, Ph.D., is a Professor in the Institute for Positive Psychology at Australian Catholic University, which was recently ranked in the Top 10 most productive institutions in educational psychology worldwide. His current research focuses on three main areas: 1) Investigating how multiple ecological systems, including cultural, social, motivational, and behavioral factors, influence the development of youth and shape their major and career choices, particularly in STEM (Science, Technology, Engineering, and Mathematics) fields. 2) Exploring the impact of students' social-emotional skills on their academic and life outcomes. And 3) Improving the effectiveness of various prevention programs aimed at enhancing the psychological well-being of children and adolescents. He was recently recognized as one of the Top 10 most productive early career researchers in educational psychology and listed among the Top 2% most cited researchers in education globally. Ricci W. Fong, Ph.D., is an assistant professor of teaching in the Department of Curriculum and Instruction, the Education University of Hong Kong. Prior to joining academia, she was an English language teacher at secondary and primary schools in Hong Kong. She later received her PhD in gifted education from the University of Hong Kong. Her current research centers on perfectionism and the social-emotional development of Chinese students, with a special interest in the gifted and talented. She has been serving the World Council for Gifted and Talented Children and the Asia-Pacific Federation on Giftedness (APFG) as a Hong Kong delegate to facilitate knowledge transfer among members from 47 countries and regions.

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