R
Ronnel B. King
Researcher at University of Hong Kong
Publications - 216
Citations - 4589
Ronnel B. King is an academic researcher from University of Hong Kong. The author has contributed to research in topics: Academic achievement & Student engagement. The author has an hindex of 33, co-authored 174 publications receiving 3044 citations. Previous affiliations of Ronnel B. King include Hong Kong Institute of Education & National Institute of Education.
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Perseverance Counts but Consistency Does Not! Validating the Short Grit Scale in a Collectivist Setting
TL;DR: In this article, the authors validate the Short Grit Scale (Duckworth et al. 2009) using both within-network and between-network approaches to construct validation, and reveal interesting cross-cultural differences in grit.
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Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability through Personal Investment Theory.
TL;DR: Personal investment theory is proposed as a viable alternative that could be used across diverse cultural contexts as discussed by the authors, which designates three components of meaning: sense of self, perceived goals, and facilitating conditions as central to understanding investment in the educational enterprise.
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Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study
TL;DR: In this article, the authors examined how adolescent students' sense of relatedness toward parents, teachers, and peers were differentially related to engagement, disaffection, achievement, and well-being.
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Self-esteem and subjective well-being revisited: The roles of personal, relational, and collective self-esteem.
TL;DR: Investigating whether RSE and CSE can predict subjective well-being beyond PSE among Chinese college students found that, when controlling for PSE, RSE was associated with greater life satisfaction, positive affect, meaning in life, happiness, and subjective vitality, but CSE was not.
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Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies
TL;DR: In this article, the authors examined the role of psychological capital in academic motivation, engagement, and achievement using both cross-sectional and longitudinal approaches and found that PsyCap was associated with higher autonomous motivation and controlled motivation even after controlling for relevant demographic variables.