Dr. KU, Y L Kelly

BA (summa cum laude), Clark University

PhD, University of Hong Kong 

Associate Professor, Department of Education Studies, Hong Kong Baptist University

Director, Faculty Research Postgraduate Studies, Faculty of Social Sciences, Hong Kong Baptist University

 

 

Research Interests

Critical Thinking; Misinformation; News Literacy Education; Personal Epistemology; Positive Psychology

 

Teaching

Creative and Critical Thinking; Introduction to Psychology; Positive Psychology; Psychology of Personality; Psychology of Gender; Psychology of Personal Growth; Educational Psychology; Research Methods

 

External Grants 

2019 – 2022. Quality Education Fund, Education Bureau. Promoting Smart and Positive News Engagement: News Literacy Education in the Digital Age. $3,278,000. As principal investigator, with Celine Song (Journalism, HKBU) and Masato Kajimoto (Journalism, HKU).

2018 – 2020. General Research Fund, Research Grants Council. Ethnic Identity Development for Psychological Resilience in Yi Orphaned Adolescents: Peer Socialisation in Rural China School Settings. $491,987. As co-investigator, with Angel Lai (Social Work, HKBU) as principal investigator.

2018 – 2020. Teaching Development Grant (University Level), Hong Kong Education University. Cultivating Students’ Critical Thinking and Creativitythrough Classroom-based and Web-facilitated Inquiry.$984,440. As co-investigator, with Lee, Chi Kin John and Wan Zhi Hong (C&I, EdUHK) as principal investigators.

2018 – 2019. Greenpeace East Asia and World Wide Fund for Nature (HK). Solar Schools in Hong Kong – Potentials and Challenges. $135,000. As co-investigator, with Daphne Mah (Geography, HKBU) as principal investigator, Kevin Lo (Geopgraphy, HKBU), M. H. Chan (Physics, HKBU), and M. Leung (Energy and Environment, CityU).

2017 – 2020. General Research Fund, Research Grants Council. Effects of Mood on Critical Thinking. $642,839. As co-investigator, with V. Lun (Psychology, HKLN) as principal investigator.

2017 – 2018. Public Policy Research Fund, Central Policy Unit. Investigating Hong Kong Students’ Critical News Literacy in the Age of Social Media.$492,982. As principal investigator, with Celine Song (Journalism, HKBU), Kang Yi (GIS, HKBU), and Lisa Deng (EDUC, HKBU).

2017 (withdrew). Quality Education Fund, Education Bureau. Promoting Critical Social-thinking Skills for Positive Interpersonal Well-being. $444,700. As principal investigator.

2010 – 2013. General Research Fund, Research Grants Council. The Role of Epistemological Understanding in Developmental Changes, Prediction, and Enhancement of Argumentation Performance. $659,120 (amount held at HKBU: $505, 440). As co-investigator, with K. T. Hau (Educational Psychology, CUHK) as principal investigator.

 

Internal Grants 

2018 – 2019. Faculty Research Grant, Hong Kong Baptist University. Examining Factors Influencing University Students’ Multitasking with Mobile Phone During Class Time. $100,000. As co-investigator, with L. Deng (EDUC, HKBU) as principal investigator.

2017 – 2018. Faculty Research Grant, Hong Kong Baptist University. University Students’ Critical News Literacy: Perceived Cognitive Control and Awareness. $98,000. As principal investigator.

2017 – 2018. Faculty Research Grant, Hong Kong Baptist University. Exploring the Roles of Digital Technologies for University Students. $99,000. As co-investigator, with L. Deng (EDUC, HKBU) as principal investigator and L. Lin (University of North Texas).

2014 – 2015. Faculty Research Grant, Hong Kong Baptist University. Chinese Translation and Psychometric Testing of the Humor Styles Questionnaire Child Version. $100,000. As principal investigator.

2013 – 2014. Teaching Development Grant, Hong Kong Baptist University. Cross-cultural Blended Teaching and Learning. $196, 000. As co-investigator, with L. Deng (EDUC, HKBU) as principal investigator, and N. Commander (Educational Psychology, Georgia State University).

2011 – 2012. Faculty Research Grant, Hong Kong Baptist University. The Role of Epistemic Goals in Personal Epistemology$100,000. As principal investigator.

2011 – 2012. Faculty Start-up Fund, Hong Kong Baptist University. International Colloquium: Constructing Academic Achievement from Sociocultural Framework. $100,000. As co-chair, with S. Phillipson (Educational Psychology, Monash University)

 

Publications (Peer-reviewed)

ORCiD: https://orcid.org/0000-0001-6592-1941

Cited by: 1397 (Google Scholar Citations Index 2021)

 

Deng, L., Liu, Y., Ku, K. Y. L., & Lin, L. (2021). In-class multitasking with smartphones and Laptops: Exploring student experiences and perceptions. College Teaching. DOI: 10.1080/87567555.2021.1973947. 

Ku, K. Y. L. Au, R. H. Y. (2021) Exploring university students’ perceived values of knowledge and critical thinking using triple-response mode assessment. Anatolian Journal of Education, 6(2), 1 – 12. 

Kong, Q., Ku, K. Y. L., Deng, L., & Au, A. C. Y. (2021). Motivation and perception of Hong Kong university students about social media news. Comunicar, 67, 35-45.

Ku, K. Y. L., Kong, Q., Song Y., Deng, L., Kang, Y., & Hu, A. (2019). What predicts adolescents’ critical thinking about real-life news? The roles of social media news consumption and news media literacy. Thinking Skills and Creativity, 33. https://doi.org/10.1016/j.tsc.2019.05.004 

Deng, L., Ku, K. Y. L. & Kong, Q. (2019). Examining predictive factors and effects of in-class multitasking with mobile phones. Interactive Technology and Smart Education, 16(1), 49 – 58.

Deng, L., Ku, K. Y. L., Li, S., GU, X., Chen, Y. H., Commander, N. & Gallagher, P. (2018). Cross-cultural blended teaching and learning: Fostering critical thinking and collaborative learning. Studies on Teaching and Learning (Vol. 4).

Ku, K. Y. L., Lee, S. L. & Ellis, J. W. (2017). Using artwork as problem context in generic critical thinking instruction: A strategy for thoughts. Thinking Skills and Creativity, 25, 53-59.

Commander, N., Ku, K. Y. L., Gallagher, P., Ashong, C., Deng, L., & Li, S. (2016). Cross-national online discussions with U. S. and Hong Kong education students. Journal of Technology and Teacher Education, 24(4), 383-413. (journal ranked 1st in Teacher Education and Technology H-Index)

Ku, K. Y. L., Ho, S. K., Chan, S. S., Chik, M. P. Y., & Chan, D. W. K.(2016). Chinese translation and psychometric testing of the Humor Styles Questionnaire Children Version (C-HSQC) among Hong Kong Chinese primary-school students.  European Journal of Humor Research, 4 (3), 61-75.

Ku, K. Y. L. (2016). Measuring individual differences in epistemological beliefs (pp. 123 – 131). In Jhangiani, R., Legg, A., Fleck, B., Troisi, J., Stiegler-Balfour, J., & Hussey, H. (Ed.) A compendium of scales for use in the scholarship of teaching and learningWashington, DCSociety for the Teaching of Psychology, American Psychological Association.

Ku, K. Y. L., Phillipson, S., & Phillipson, S. N., (2015). Education learning theory (pp. 238 – 245). In J. D. Wright. (Ed.) International encyclopedia of social and behavioral sciences (2nd edition, vol 7). Oxford, UK: Elsevier. (the volume received the PROSE award for Excellence in Reference Works and for Multivolume Reference – Humanities & Social Sciences)

Deng, L., Connelly, J., Lau, M., & Ku, K. Y. L. (2015). Exploring Hong Kong Youth’s engagement with digital technologies outside school. In W. W. K. Ma, A. H. K. Yuen, J. Park, W. W. F. Lau, & L. Deng (Eds.), New media, knowledge practices and multiliteracies. Hong Kong: Springer.

Ku, K. Y. L., Lai, 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.

Ku, K. Y. L., Ho, I. T., Hau, K. T., & Lai, C. M. (2014). Integrating direct and inquiry-based instruction in the teaching of critical thinking: An intervention study. Instructional Science, 42(2),251-269.

Ku, K. Y. L. (2013). Role of verbal reasoning in critical thinking. In Phillipson, S., Ku, K. Y. L., & Phillipson, S. N., (Ed.) Constructing achievement: A sociocultural perspective. Oxford, UK: Routledge.

Phillipson, S., Ku, K. Y. L., & Phillipson, S. N., (2013). Constructing achievement: A sociocultural perspective. Oxford, UK: Routledge.

Chan, N. M., Ho, I. T., & Ku, K. Y. L. (2011). Epistemic beliefs and critical thinking of Chinese students. Learning and Individual Differences, 21, 67-77.

Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267

Ku, K. Y. L., & Ho, I. T. (2010). Dispositional factors predicting Chinese students’ critical thinking performance. Personality and Individual Differences, 48, 54-58.

Ku, K. Y. L., Ho, I. T., & Hau, K. T. (2010). Enhancing Chinese students’ critical thinking: A comparison of methods. Education Journal, 38, 61-70.

Ku, K. Y. L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 70-76.

 

Publications (Others)

Ku, K. Y. L., Au, R. H. Y., Choy, A. E. O., Au, A. C. Y., & Tong, T. M. Y. (2021). The threats of optimism bias to thinking critically under COVID-19 (pp.137-154). In J. C. Sanders (Ed.). Perspectives on Critical Thinking. Hauppauge, N.Y.: Nova Science Publishers. 

Choy, A. E. O., Ku, K. Y. L., Au, A. C. Y., & Tong, T. M. Y. (2021). Critical thinking in the age of a COVID-19 and Infodemic-filled media (pp.115-136). In Perspectives on Critical Thinking. In J. C. Sanders (Ed.). Perspectives on Critical Thinking. Hauppauge, N.Y.: Nova Science Publishers. 

Ku, K. Y. L., Ho, I. T., & Hau, K. T. (2010). Teaching critical thinking through issue enquiry under the NSS curriculums. Hong Kong: Hong Kong Education Bureau.

Ku, K. Y. L., Ho, I. T., & Hau, K. T. (2009). Critical thinking teaching package for senior secondary school students. Hong Kong: Hong Kong Education Bureau.