C. Ng

发表

Improving Reading Performance for Economically Disadvantaged Students: Combining Strategy Instruction and Motivational Support

B. Bartlett, C. Ng, I. Chester, 2013 .

Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta‐Analysis

S. Graham, K. Harris, B. Bartlett, 2018 .

Multiple‐goal learners and their differential patterns of learning

C. Ng, 2008 .

Are Disadvantaged Students Unmotivated to Read? An Interview Study of Engaged and Disengaged Readers in Low SES Australian Schools

B. Bartlett, C. Ng, Claire Wyatt-Smith, 2012 .

Exploring the Linkage Between Reforms and Learning in the Asia-Pacific Region: An Activity Theory Perspective

C. Ng, 2009 .

Sustaining Learning Engagement in Distance Education: An Achievement Goal Perspective

C. Ng, 2016 .

The role of self-efficacy, control beliefs and achievement goals on learning among distance learners

C. Ng, 2012 .

Comparing students with extreme schematic beliefs in learning mathematics across two cultures

C. Ng, 2012 .

Reforming Learning and Teaching Through Online Collaborative Knowledge Building

Nicol F. C. Pan, A. Yuen, C. Ng, 2009 .

Reforming Learning in the Asia-Pacific Region: An Introduction

C. Ng, 2009 .

High School Students’ Motivation to Learn Mathematics: The Role of Multiple Goals

C. Ng, 2016, International Journal of Science and Mathematics Education.

The Development of Quality Assurance Practice in Japanese Universities

C. Ng, M. Nakano, N. Ueda, 2016 .

Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year.

C. Ng, 2014 .

Academic Self-Schemas and their Self-Congruent Learning Patterns: Findings Verified with Culturally Different Samples

C. Ng, 2005 .

Profiling learners’ achievement goals when completing academic essays

C. Ng, 2009 .

Knowledge structures and motivation to learn: reciprocal effects

C. Ng, N. Bahr, 2000 .

Reciprocal relationships between knowledge structures and motivation to learn

C. Ng, N. Bahr, 1999 .

Crafting an Intrinsically Motivating Course Environment for Language Learning: A Japanese Pedagogical Innovation

Chi-hung Clarence Ng, C. Ng, 2016 .

Do career goals promote continuous learning among practicing teachers?

C. Ng, 2010 .

Teachers’ perceptions of declining participation in school music

C. Ng, K. Hartwig, 2011 .

Reports from the Field: Secondary School in Hong Kong Integrating the Spirit of Humanities into STEAM Education

C. Ng, Sin F. E. Ng, 2021, Journal of Learning for Development.

A path analysis of self-schema, goal orientations, learning approaches and performance

C. Ng, 2000 .

Motivation and School Learning

P. Renshaw, C. Ng, 2003 .

Motivation Among Older Adults in Learning Computing Technologies: A Grounded Model

C. Ng, Chi-hung Ng, 2007 .

Redesigning academic essays to promote teacher reflection on selected issues of learning and teaching related to the current educational reform in Hong Kong

C. Ng, 2012 .

High School Students’ Motivation to Learn Mathematics: The Role of Multiple Goals

C. Ng, 2018 .

Globalised processes and their influences on university learning and teaching in advanced knowledge economies in the Asia-Pacific region

C. Ng, R. Fox, M. Nakano, 2016 .

Internalization of teachers ’ teaching goals : The effects of students ’ self schemas and their perceived relationship with their teachers

C. Ng, 2013 .