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Psychology

D-Index
53
Citations
9267
World Ranking
4854
National Ranking
44

Overview

Ronnel B. King is affiliated with the University of Hong Kong in China and conducts research mainly within the fields of psychology and social sciences. Their work spans several subfields, including education, social psychology, experimental and cognitive psychology, clinical psychology, and developmental and educational psychology.

The research topics that Ronnel B. King addresses cover a broad spectrum related to human development and behavior. Key topics of their work include education, achievement, and giftedness; motivation and self-concept in sports; early childhood education and development; grit, self-efficacy, and motivation; school choice and performance; psychological well-being and life satisfaction; and youth development and social support.

Recent papers authored or co-authored by Ronnel B. King include:

  • "How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking" (2020), published in Frontiers in Psychology
  • "Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education" (2020), published in European Journal of Psychology of Education
  • "A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement" (2021), published in Compare A Journal of Comparative and International Education
  • "COVID-19 Increases Online Searches for Emotional and Health-Related Terms" (2020), published in Applied Psychology Health and Well-Being
  • "Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status" (2021), published in Social Psychology of Education

The frequent co-authors collaborating with Ronnel B. King are:

  • Faming Wang
  • Shing On Leung
  • Hongfei Du
  • Jiajing Li
  • Ching Sing Chai

Ronnel B. King's work is regularly published in several academic journals, with notable publication venues including:

  • Social Psychology of Education
  • British Journal of Educational Psychology
  • Learning and Individual Differences
  • Educational Psychology
  • Current Psychology

In addition to journal articles, Ronnel B. King has contributed to book publications. One such publication is titled Positive Psychology and Positive Education in Asia, published by Springer International Publishing in 2023.

Best Publications

  • Perseverance Counts but Consistency Does Not! Validating the Short Grit Scale in a Collectivist Setting

    Jesus Alfonso D. Datu;Jana Patricia M. Valdez;Ronnel B. King

  • Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability through Personal Investment Theory.

    Ronnel Bornasal King;Dennis Michael Mcinerney

  • Self-esteem and subjective well-being revisited: The roles of personal, relational, and collective self-esteem.

    Hongfei Du;Ronnel B. King;Peilian Chi

  • Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study

    Ronnel B. King

  • Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies

    Jesus Alfonso Daep Datu;Ronnel Bornasal King;Jana Patricia M. Valdez

  • Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence.

    Karen C. H. Zhoc;Beverley J. Webster;Ronnel B. King;Johnson C. H. Li

  • How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking.

    Anmei Dong;Morris Siu-Yung Jong;Ronnel B. King

  • Exploring commitment and turnover intentions among teachers : What we can learn from Hong Kong teachers

    Dennis M. McInerney;Fraide A. Ganotice;Ronnel B. King;Herbert W. Marsh

  • Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence

    Ronnel Bornasal King;Dennis Michael Mcinerney;Fraide A. Ganotice;Fraide A. Ganotice;Jonalyn B. Villarosa

  • The work avoidance goal construct: Examining its structure, antecedents, and consequences

    Ronnel Bornasal 龔仁崇 King;Dennis Michael 麥翰林 Mcinerney

  • How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions

    Ronnel Bornasal King;Ronnel Bornasal King;Dennis Michael Mcinerney;David A. Watkins;David A. Watkins

  • Envisioning a Culturally Imaginative Educational Psychology.

    Ronnel Bornasal King;Dennis Michael Mcinerney;Dennis Michael Mcinerney;Riddhi J. Pitliya

  • Placing hope in self and others: Exploring the relationships among self-construals, locus of hope, and adjustment

    Hongfei Du;Ronnel B. King;Ronnel B. King

  • Competitiveness is not that bad. . .at least in the East: Testing the hierarchical model of achievement motivation in the Asian setting

    Ronnel Bornasal King;Dennis Michael Mcinerney;David A. Watkins

  • Grit is Associated with Lower Depression via Meaning in Life among Filipino High School Students

    Jesus Alfonso Daep Datu;Ronnel Bornasal King;Jana Patricia Millonado Valdez;Maria Susie Eala

  • High Self-Control Predicts More Positive Emotions, Better Engagement, and Higher Achievement in School.

    Ronnel B. King;Marianne Jennifer M. Gaerlan

  • Culturalizing motivation research in educational psychology

    Ronnel Bornasal 龔仁崇 King;Dennis Michael 麥翰林 Mcinerney

  • Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study.

    Jesus Alfonso Daep Datu;Ronnel Bornasal King

  • Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory.

    Ma Jenina Nalipay Nalipay;Ronnel Bornasal King;Yuyang Cai

  • Studying for the sake of others: the role of social goals on academic engagement

    Ronnel Bornasal King;Dennis Michael Mcinerney;David A. Watkins

  • Teachers’ Commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong

    Dennis M. McInerney;Fraide A. Ganotice;Ronnel B. King;Alexandre J.S. Morin

  • Gender differences in motivation, engagement and achievement are related to students' perceptions of peer—but not of parent or teacher—attitudes toward school

    Ronnel Bornasal 龔仁崇 King

Frequent Co-Authors

Dennis M. McInerney
Dennis M. McInerney Education University of Hong Kong
Hongfei Du
Hongfei Du Beijing Normal University
David Watkins
David Watkins University of Melbourne
Jesus Alfonso D. Datu
Jesus Alfonso D. Datu University of Hong Kong
Allan B. I. Bernardo
Allan B. I. Bernardo De La Salle University
Alexandre J. S. Morin
Alexandre J. S. Morin Concordia University
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Fred Paas
Fred Paas Erasmus University Rotterdam
Nathan C. Hall
Nathan C. Hall McGill University
Rhonda Craven
Rhonda Craven Australian Catholic University

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