國立臺中教育大學教育資訊與測驗統計研究所 (Graduate Institute of Educational Information and Measurement)

兼任教授

講座教授

Measurement & Assessment
Self-directed Learning

■莫慕貞（2013）：利用自主学习导向评估框架变革评价：工具篇。，《《考試研究》》，36(1)，74-95。
■莫慕貞、黃英華、姚靜靜、Paris, S. G., Stanley, G., & Tognolini, J.（2012）：使用Rasch测量模式分析小学生《教学反馈量表》的心理属性，《心理學探新》，32(5)，387-396。
■曾毅、莫慕貞（2012）：羅氏模型及其在項目質量分析中的應用，《教育測量與評價（理論版）》，6，9-13。
■莫慕貞（2012）：利用自主学习导向评估框架变革评价：理论基础，《《考試研究》》，33(4)，79-89。
■龍精亮、莫慕貞（2006）：「三三四」制度下中學班主任的輔導角色，《《優質學校教育學報》第4期》，頁7-16。 Full-text
■莫慕貞、鄭燕祥（2006）：網絡化環境下的自我學習，《《教育研究月刊》第145期》，頁82-101。

■Kuang, X., Kennedy, K. J., & Mok, M. M. C. (2018). Creating democratic classrooms in Asian contexts: The influences of individual and school level fact0Rs on open classroom climate. The Journal of Social Science Education, 17(1), 29-40.
■Glapa, A., Grzesiak, J., Laudanska-Krzeminska, I., Chin, M.-K., Edginton, C. R., Mok, M. M. C., Bronikowski, M. (2018). The impact of Brain Breaks classroom-based physical activities on attitudes toward physical activity in Polish school children in third to fifth grade. International Journal of Environmental Research and Public Health, 15(2), 368-377.
■Atiquil Islam, A. Y. M., Mok, M. M. C., Qian, X., & Leng, C. H. (2018). Fact0Rs influencing students’ satisfaction in using wireless Internet in higher education: Cross-validation of TSM. The Electronic Library, 36(1), 2-20.
■Mok, M. M. C., Zhu, J., & Law, C. L. K. (2017). Cross-lagged cross-subject bidirectional predictions among achievements in mathematics, English language and Chinese language of school children. Educational Psychology: An international journal of experimental psychology, doi:10.1080/01443410.2017.1334875, Online First, 1-23.
■Phan, T. T. N., Mok, M. M. C., & Kuo, B.-C. (2017). Development and validation of an instrument for measuring stress in Vietnamese undergraduate students. Psychological Testing, 64(2), 75-106.
■Yao, J.-J. & Mok, M. M. C. (2016). How adequate are our universities in preparing graduates for the 21st century?. Higher Education, 6(4), 159-165.
■Liao, C.-H., Kuo, B.-C., Deenang, E., & Mok, M. M. C. (2016). Expl0Rat0Ry and confirmat0Ry fact0R analyses in reading-related cognitive component among grade four students in Thailand. Educational Psychology: An international journal of experimental educational psychology, 36(6), 1102-1114.
■Li, L., Kennedy, K. J., & Mok, M. M. C. (2016). Establishing a Parsimonious Model through Comparing Impact of Key Student and School Fact0Rs on Secondary School Value-added Effects. International Journal of Comparative Education and Development, 18(3), 162-183.
■Kuo, B. C., Chen, C. H., Yang, C. W., & Mok, M. M. C. (2016). Cognitive diagnostic models for tests with multiple-choice and constructed-response items. Educational Psychology: An international journal of experimental psychology, 36(6), 1115-1133.
■Mok, M. M. C., Chin, M. K., Chen, S., Emeljanovas, A., Meizine, B., Bronikowski, M., Laudanska-Krzeminska, I., Milanovic, I., Pasic, M., Balasekaran, G., Phua, K. W., & ■Makaza, D. (2015). The Psychometric Properties of the Attitudes toward Physical Activity Scale: A Rasch Analysis Based on Pilot Studies in Five Locations. Journal of Applied Measurement, 16(4), 379-400.
■Martin, A. J., Collie, R. J., Mok, M. M. C., & McInerney, D. M. (2015). Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools. British Journal of Educational Psychology, 86(1), 75-91.
■Mok, M. M. C., McInerney, D. M., Zhu, J., & OR, A. (2015). Growth traject0Ries of mathematics achievement: Longitudinal tracking of student academic progress. British Journal of Educational Psychology, 85(2), 154-171.
■Ruan, B., Edginton, C. R., & Chin, M. K., & Mok, M. M. C. (2015). Engaged scholarship: Bok’s undergraduate competency framew0Rk and the Camp Adventure Child and Youth Services (CACYS) Program. W0Rld Leisure Journal, 57(2), 131-151.
■K0Rpershoek, H., Xu, J., Mok, M. M. C., McInerney, D. M., & Van der Werf. M. P. C. (2015). Testing the multidimensionality of the Invent0Ry of School Motivation in a Dutch student sample. Journal of Applied Measurement, 16(1), 41-59.
■Mok, M. M. C. & Zhu, J. (2014). Edit0Rial: Quality education for all: Family literacy and self-regulated learning. In M. M. C. Mok & J. Zhu (Eds.), Special Issue: Quality education for all: Family literacy and self-regulated learning, 3(2), i-iii.
■Mok, M. M. C., Zhu, J., McInerney, D. M., & OR, A. (2014). Growth in mathematics cognitive and content domains: A 6-year longitudinal study. Assessment and Learning, 3, 129-159.
■Yang, L., Watkins, D., Mok, M. C., & Sin, K. F. (2014). What matters to the achievement of academically disadvantaged students? An investigation of academic self-concept, perceived control and approaches of learning as predict0Rs. Hong Kong Journal of Special Education, 16, 24-47.
■Mok, M. M. C. & Zhu, J. (2014). Cluster analysis of attitudes towards feedback and their mathematics achievement: A study of Hong Kong primary students. Asia Pacific Journal of Educational Development, 3(2), 1-13.
■Mok, M. M. C., Wang, W. C., Cheng, Y. Y., Leung, S. O., & Chen, L. M. (2014). Prevalence and behavioural ranking of bullying and victimisation among secondary students in Hong Kong, Taiwan, and Macao. Asia Pacific Educational Researcher, 23(3), 757-767.
■Mok, M. M. C., Wong, M. Y. W., Su, M. R., Tognolini, J., & Stanley, G. (2014). Personal best goal and self-regulation as predict0Rs of mathematics achievement: A multilevel structural equation model. Asia Pacific Journal of Educational Development, 3(1), 79-91.
■Tumynaitė, L., Miežienė, B. Mok, M. M. C., Chin, M., Putriūtė, V., Rupainienė, V., Stankevičienė, G., Emeljanovas, A. (2014). Effects of intervention “HOPSP0RT Brain Breaks” program on physical fitness and sedentary behavi0R in primary school. Education, Physical Training, Sp0Rt (Baltic Journal of Sp0Rt and Health Sciences), 3(94), 57-66.
■Seo, D.-C., T0Rabi, M. R., Chin, M. K., Lee, C. G., Kim, N., Huang, S.-F., Chen, C. K., Mok, M. M. C., Wong, P., Chia, M. & Park, B.-H. (2014). Physical activity, body mass index, alcohol consumption, and cigarette smoking among East Asian college students. Health Education Journal, 73(4), 453-465.
■Cheng, R. W-y., McInerney, D. M., & Mok, M. M. C. (2014). Does Big-Fish-Little-Pond Effect always exist? Investigation of Goal 0Rientations as Moderat0Rs in the Hong Kong context (DOI:10.1080/01443410.2014.898740). Educational Psychology, 34(5), 561-580. Full-text
■Yao, J. & Mok, M. M. C. (2014). Implementing assessment for learning: An application of the Rasch model for the construction of a mathematics assessment to inform learning. Assessment and Learning, 2(1), 29-50. Full-text
■Lee, W. O., Kennedy, K. J., & Mok, M. M. C. (2013). Edit0Rial: Civic learning and its contexts. Special Issue: Psychology of Civic Learning. Educational Psychology: An International Journal of Expermental Educational Psychology, 33(3), 233-239. Full-text
■Karami, H., & Mok, M. M. C. (2013). Edit0Rial: Fairness issues in educational assessment. Educational Research and Evaluation: An International Journal on The0Ry and Practice, 19(2-3), 101-103.
■Mok, M. M. C. & Xu, K. (2013). Using Multidimensional Rasch to enhance measurement precision: Initial results FR0M simulation and empirical studies. Journal of Applied Measurement, 14(1), 27-43.
■Cheung, H. P. & Mok, M. M. C. (2013). A study of early childhood teachers’conceptions of creativity in Hong Kong. Educational Psychology: An International Journal of Experimental Educational Psychology, 33(1), 119-133. Full-text
■Ruan, B., Mok, M. M. C., Edginton, C. R., & Chin, M. K. (2012). The development and validation of the C0Re Competencies Scale (CCS) for the college and university students. Journal of Applied Measurement, 13(3), 215-230.
■Zhu, J., & Mok, M. M. C. (2012). Effect of Academic goal 0Rientation, goal setting and planning on academic achievement of secondary students in Hong Kong. Assessment & Learning, 1(1), 11-30.
■Martin, A., Liem, G. A. D., Mok, M. M. C., & Xu, J. (2012). Problem solving and immigrant student mathematics and science achievement: Multi-nation findings FROM the Programme for International Student Assessment (PISA). Journal of Educational Psychology, 104(4), 1054-1073.
■Seo, D. C., T0Rabi, M. R., Chin, M. K., Huang, S. F., Chen,C. K., Mok, M. M. C., Wong, P., Chia, M., Lee, C. G., & Wang, C. (2012). A comparison of fact0Rs associated with physical inactivity among East Asian college students. International Journal of Behavi0Ral Medicine, 19(3), 316-323. Full-text
■McInerney, D. M., Cheng, R. W-y., Mok, M. M. C., & Lam, A. K. H. (2012). Academic self-concept and learning strategies:. Journal of Advanced Academics, 23(3), 249-269.
■Yan, Z., & Mok, M. M. C. (2012). Validating the Coping Scale for Chinese Athletes using multidimensional Rasch analysis. Psychology of Sp0Rt and Exercise, 13(3), 271-279. Full-text
■Mok, M. M. C. (2012). Journal Edit0Rial: Educational Psychology for the Knowledge Age. In M. M. C. Mok (Ed.). Educational Psychology, 32(1), 1-6. Educational Psychology: An international journal of experimental psychology (SSCI journal), 32 (1), 1-6.
Cheng, Y. Y., Yeh, L. J., Liu, K. S., & Mok, M. M. C. (2011). 大學生基本能力指標之建構 (Constructing the Indicat0Rs of Undergraduate Students’ Key Competences). 測驗學刋 (Psychological Testing), 58(3), 531-558.
■Ruan, B., Edginton, C. R., Chin, M. K., & Mok, M. M. C. (2011). A pathway to an integrative/holistic education: Camp AdventureTM Child and Youth Services (CACYS) — a model service learning program. W0Rld Leisure Journal, 53(3), 186-205.
■Mok, M. M. C., Kennedy, K. J., & Mo0Re, P. J. (2011). Academic attribution of secondary students: gender, year level and achievement level. Educational Psychology, 31(1), 87-104.
■Schiller, W., Mok, M. M. C., & Lam, H. M. Y. (2011). Edit0Rial: New directions in assessment of young children in the Asia-Pacific region. Early Child Development and Care, 181(2), 147-147.
■Mok, M. M. C., & Lam, H. M. Y. (2011). Assessment of language development of preschoolers: Validating M0Rrow’s Checklist for assessing early literacy development. Early Child Development and Care, 181(2), 203-220.
■Gupta, N., Chin, M. K., Yang, J., Balasekaran, G., Chia, M., Girandola, R. N., Edginton, C. R., & Mok, M. M. C. (2010). Obesity prevention in Singap0Re: Collab0Rative efforts among government, health professionals and the community. The Asian Journal of Exercise & Sp0Rts Science, 7(1), 61-70.
■Mok, M. M. C. (2010). Alternative explanations for the Confucian Asian high performance and high self doubt paradox: Commentary on “Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?” by Lazar Stankov. Learning and Individual Differences, 20(6), 564-566.
■Mok, M. M. C. (2010). Basic Competency Assessment in Hong Kong. Curriculum & Instruction, 13(1), 67-94.
Anderson, M., Simpson, G. K., M0Rey, P. J., Mok, M. M. C., Gosling, T. J., & Gillett, L. E. (2009). Differential pathways of psychological distress in spouses vs. parents of people with severe traumatic brain injury (TBI): Multi-GR0UP analysis. Brain Injury, 23(12), 931-943.
■Chow, C.C., Chin, M.K., Mok, M. M. C., Edginton, C.R., Li, X.Y., Wong, W.S & Tang, M.S. (2009). Generic Skills Promotion with the Influence of Participation of the Life-wide Learning model- 2008 Camp Adventure Youth Services Program in Hong Kong. W0Rld Leisure Journal, 51(4), 239-253.
■Cheng, Y. C., & Mok, M. M. C. (2008). What effective classroom? Towards a paradigm shift. School Effectiveness and School Improvement, 19 (4), 365-385. Full-text
■Mok, M. M. C., Kennedy, K. J., Mo0Re, P. J., Shan, W. P., & Leung, S. O. (2008). The use of help-seeking by Chinese secondary school students: Challenging the myth of "The Chinese learner". Evaluation and Research in Education, 21 (3), 188-213. Full-text
■Lee, W. O., & Mok, M. M. C. (2008). Edit0Rs’ introduction: Construction and deconstruction of the Chinese learner: Implications for learning the0Ries. Evaluation and Research in Education, 21 (3), 147-153.
■Mok, M. M. C. (2007). Quality assurance and school monit0Ring in Hong Kong. Educational Research for Policy Practice, 6 (3), 187-204.
Arthur-Kelly, M., Bochner, S., Center, Y., & Mok, M. M. C. (2007). Socio-communicative perspectives on research and evidence-based practice in the education of students with profound and multiple disabilities. International Journal of Educational Management, 19 (3), 161-176.
■Cheng, Y. C., & Mok, M. M. C. (2007). School-based management and paradigm shift in education: An empirical study. International Journal of Educational Management, 21 (6), 517-542. Full-text
■Mok, M. M. C., & Ma, H. S. (2006). Academic attributions of primary students: Multilevel analysis on school contributions. The Journal of Quality School Education, 4 (1), 33-46. Full-text
■Mok, M. M. C., Cheng, Y. C., Mo0Re, P., & Kennedy, K. (2006). The development and validation of the self-directed learning scale (SLS). Journal of Applied Measurement, 7 (4), 418-449.
■Carless, D., Joughin, G. R., & Mok, M. M. C. (2006). Edit0Rial: Learning-0Riented Assessment: Principles and Practice. Assessment and Evaluation in Higher Education, 31 (4), 395-398. Full-text
■Mok, M. M. C., Lung, C. L., Cheng, D. P. W., Cheung, R. H. P., & Ng, M. L. (2006). Self-assessment in higher education: Experience in using a metacognitive approach in five case studies. Assessment and Evaluation in Higher Education, 31 (4), 415-433. Full-text
■MooRe, P. J., Mok, M. C. M., Chan, K. S. L., & Lai, P. Y. (2006). The development of an indicator system for the affective and social schooling outcomes for primary and secondary students in Hong Kong. Educational Psychology, 26 (2), 273-301. Full-text

■莫慕貞與張權（主編）（2017）：羅氏測量：應用與導讀（Introduction to Rasch Measurement）。 (ISBN 978-1-934116-12-8)。（英文版原編者：Everett V. Smith, Jr., & Richard M. Smith），Maple Grove, MN，JAM Press。
■Saçli Uzunoz, F., Chin, M.-K., Mok, M. M. C., Edginton, C. R., Podnar, H. (2017). The effects of technology supported Brain Breaks on physical activity in school children. In D. Dumon, A. R. Hofmann, R. Diketmuller, K. Koenen, R. Bailey, & C. Zinkler, Passionately inclusive; Towards participation and friendship in sport. Festschrift für Gudrun Doll-Tepper (87-104). Munster, Germany: Waxmann Verlag GmbH.
■Mok, M. M. C. & Lee, W. O. (2017). Paradigm shifts in assessment for learning: A secondary analysis of the International Civic and Citizenship Study (ICCS) 2009. In R. Maclean (Ed.)., International Handbook on Life in Schools and Classrooms: Past, present and future visions (527-552). the Netherlands: Springer.
■Wu, G. K. Y. & Mok, M. M. C. (2017). Social and emotional learning and personal best goals in Hong Kong. Frydenberg, E., Martin, A., & Collie, R. (Eds.), Social emotional learning in the Australasian context (219-231). Netherlands: Springer.
■Mok*, M. M. C. & Zhang, Q. (Eds.) (2015). Journal of Applied Measurement: Book of Abstracts Volume I. Maple Grove, MN: JAM Press.
■Mok, M. M. C. & Zhang, Q. (Eds.) (2014). Journal of Applied Measurement: Book of Abstracts Volume II. Maple Grove, MN: JAM Press.
■莫慕貞、顏明仁 (2014). 二十一世紀大學生學習素養談:香港傑出人士的分享. Hong Kong: Pace Publications Ltd.
■Yan, Z., Lau, D. C. H., & Mok, M. M. C. (2013). A Concurrent-Separate Approach to Vertical Scaling. In M. M. C. Mok (Ed.), Self-directed Learning oriented Assessments in the Asia-Pacific (187-201). New York: Springer.
■Mok, M. M. C., Kennedy, K. J., & Zhu, J. (2013). Adolescents’ civic engagement: A study of five Asian societies. G. A. D. Liem, & A. Bernardo, Advancing Cross-Cultural Perspectives on Educational Psychology: A Festschrift for Dennis McInerney (168-192). Charlotte, NC: Information Age Publishing.
■Ho, C. M., Leung, A. W. C., Mok, M. M. C. & Cheung, P. (2013). Informing learning and teaching using feedback FR0M assessment data: Hong Kong teachers’ attitudes towards Rasch measurement. M. M. C. Mok, Self-directed Learning oriented Assessments in the Asia-Pacific (321-348). New York: Springer.
■M. M. C. Mok (Ed.) (2013). Self-directed Learning oriented Assessments in the Asia-Pacific. New York, USA: Springer.
■Mok, M. M. C. (2013). Assessment Reform in the Asia Pacific Region: The Theory and Practice of Self-directed Learning oriented Assessment. In M. M. C. Mok (Ed.), Self-directed Learning oriented Assessments in the Asia-Pacific (3-22). New YORk: Springer.
■Mok, M. M. C., Lam, S. M., Ngan, M. Y., Yao, J. J., Wong, M. Y. W., Xu, J. K., & Ting, S. Y. C. (2013). Student-Problem Chart: An Essential Tool for SLOA. In M. M. C. Mok (Ed.), Self-directed Learning oriented Assessments in the Asia-Pacific (208-227). New York: Springer.
■Tam, H. P., Wu, M., Lau, D. C. H., & Mok, M. M. C. (2013). Using User-defined Fit Statistic to Analyze Two Tier Items in Mathematics. In M. M. C. Mok (Ed.), Self-directed Learning oriented Assessments in the Asia-Pacific (228-241). New York: Springer.
■Kennedy, K. J., Mok, M. M. C., & Wong, M. Y. W. (2011). Developing Political Trust in Adolescents: Is there a Role for Schools?. In Bernadette R. Curtis (Ed.), The Psychology of Trust (137-156). U.S.A: Nova Science Publishers.
■莫慕貞、丁彥銓、何昊璇、黃英華、謝棹南、徐坤、姚靜靜（2011）：優化學習導向評估之SP Xpress 2.2，Hong Kong，PACE Publications Ltd。
■Mok, M. M. C. (2011). The Assessment For, Of and As Learning in Mathematics: the Application of SLOA. B. Kaur (Ed.), The Association of Mathematics Educators Yearbook 2011 (187-215). Singapore: World Scientific Books.
■Mok, M. M. C. (2010). Self-directed Learning oriented Assessment: Assessment that Informs Learning & Empowers The Learner. Hong Kong: Pace Publications Ltd.
■Chin, M. K., Mok, M. M. C., & Yan, Z. (2007). The effectiveness of problem-based learning (PBL) on academic self-confidence and generic competence in exercise physiology for pre-service teachers in physical education. In H. Tiemann, E. Schmidt-Gotz., & S. Schulz (Eds.), International and Interdisciplinary - Perspectives of Modern Sport Sciences (pp.335-362). Schorndorf, Germany: Hofmann Verlag.
■Mok, M. M. C. (2007). Challenges for Catholic schooling in Hong Kong. In G. Grace, & J. O’Keefe (Eds.), International Handbook of Catholic Education: Challenges for School Systems in the 21st Century (pp.751-769). Dordrecht, Netherlands: Springer. Full-text
■Mok, M. M. C., Cheng, Y. C., Leung, S. O., Shan, P. W. J., Moore, P., & Kennedy, K. (2007). Self-directed learning as a key approach to effectiveness of education: A comparison among Mainland China, Hong Kong, Macau, and Taiwan. In T. Townsend (Ed.), International Handbook of School Effectiveness and Improvement (pp.839-858). Dordrecht, Netherlands: Springer. Full-text
■龍精亮、莫慕貞（2007）：以「知─想─學」方法評估學習需要，輯於梁佩雲、張淑賢編《導向學習的評估》，（頁100-101），香港，香港大學出版社。
■Lung, C. L., & Mok, M. M. C. (2006). Helping students to self-assess their learning needs. In D. Carless, G. Joughin, & N. Liu (Eds.), How Assessment Supports Learning (pp.137-139). Hong Kong: Hong Kong University Press.
■Anderson, M. I., Simpson, G., Mok, M. M. C., & Parmenter, T. R. (2006). A contemporary model of stress for understanding family functioning and the psychological distress in relatives of people with severe traumatic brain injury. In D. Johns (Ed.), Stress and Its Impact on Society (pp.1-34). USA: Nova Science Publishers, Inc.
■莫慕貞與林思明（譯）（2017）：實質性的量表構建（原作者：Mark H. Stone）。載於莫慕貞與張權 (主編) ，羅氏測量：應用與導讀 （頁156 – 174）（英文版原編者：Everett V. Smith, Jr., Richard M. Smith)。 (ISBN 978-1-934116-12-8)。（原著出版年：2004），Maple Grove, MN，JAM Press。

IEA Richard M. Wolf Mem0Rial Award

■Chow, K. C. K., & Mok, M. M. C. (2017). Editorial. Educational Psychology, 37(10), 1171-1172. DOI: 10.1080/01443410.2017.1394700. UK: Routledge: Taylor & Francis GR0UP.
■Mok, M. M. C. (Ed.) (2017). Educational Psychology: An International Journal of Experimental Educational Psychology, 37(7), 775 - 920. U.K.: Taylor & Francis/Routledge.
■Mok, M. M. C. (Ed.) (2017). Educational Psychology: An International Journal of Experimental Educational Psychology, 37(6), 649 - 773. U.K.: Taylor & Francis/Routledge.
■Mok, M. M. C. (Ed.) (2017). Educational Psychology: An International Journal of Experimental Educational Psychology, 37(5), 521 - 647. U.K.: Taylor & Francis/Routledge.
■Mok, M. M. C. (Ed.) (2017). Educational Psychology: An International Journal of Experimental Educational Psychology, 37(4), 399 - 519. U.K.: Taylor & Francis/Routledge.
■莫慕貞（2017）：助學生脫困 — 測考焦慮因素與對策，香港，信報，2017年5月19日, pp.C4。
■莫慕貞（2017）：快樂與好成績是否互相矛盾，香港，信報，2017年5月12日, pp. C4。
■Mok, M. M. C. (Ed.) (2017). Educational Psychology: An International Journal of Experimental Educational Psychology, 37(3), 249 - 398. U.K.: Taylor & Francis/Routledge.
■莫慕貞（2017）：「後TSA」評估策略：因材施測 因材施教，香港，明報，pp.A25(觀點)。
■Mok, M. M. C. (Ed.) (2017). Educational Psychology: An International Journal of Experimental Educational Psychology, 37(2), 91 - 248. U.K.: Taylor & Francis/Routledge.
■Mok, M. M. C. (Ed.) (2017). Educational Psychology: An International Journal of Experimental Educational Psychology, 37(1), 1 - 89 . Taylor & Francis/Routledge. U.K.
■Mok, M.M.C. (Ed.) (2017). Educational Psychology: An International Journal of Experimental Educational Psychology . Taylor & Francis/Routledge. United Kingdom.
■Mok, M. M. C. (2016). Editorial. Educational Psychology: An International Journal of Experimental Educational Psychology, 36(10), 1707-1709. U.K.
■Mok, M. M. C. (Ed.) (2016). Educational Psychology: An International Journal of Experimental Educational Psychology, 36(10), 1706 - 1919 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2016). Educational Psychology: An International Journal of Experimental Educational Psychology, 36(9), 1533 - 1705 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2016). Educational Psychology: An International Journal of Experimental Educational Psychology, 36(8), 1337 - 1532 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2016). Educational Psychology: An International Journal of Experimental Educational Psychology, 36(6), 1047 - 1133 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2016). Educational Psychology: An International Journal of Experimental Educational Psychology, 36(7), 1134 - 1336 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2016). Educational Psychology: An International Journal of Experimental Educational Psychology, 36(5), 831 - 1046 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2016). Educational Psychology: An International Journal of Experimental Educational Psychology, 36(4), 613 - 830 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (2016). Editorial. Educational Psychology: An international journal of experimental psychology, 36(4), 613-615. U. K.: Taylor & Francis/Routledge.
■Mok, M. M. C. (Ed.) (2016). Educational Psychology: An International Journal of Experimental Educational Psychology, 36(3), 413 - 611 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (2016). Editorial. Educational Psychology: An International Journal of Experimental Educational Psychology. 36(3), 413-414. U. K.: Taylor & Francis/Routledge.
■Mok, M. M. C. (Ed.) (2016). Educational Psychology: An International Journal of Experimental Educational Psychology, 36(2), 191 - 412 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2016). Educational Psychology: An International Journal of Experimental Educational Psychology, 36(1), 1 - 190 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (2015). Translation: Journal of Applied Measurement: Book of Abstracts Volume I. Maple Grove, US: JAM Press.
■Mok, M. M. C. (Ed.) (2015). Educational Psychology: An International Journal of Experimental Educational Psychology, 35(7), 779 - 907 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2015). Educational Psychology: An International Journal of Experimental Educational Psychology, 35(6), 653-778 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2015). Educational Psychology: An International Journal of Experimental Educational Psychology, 35(5), 523 - 650 . Taylor & Francis/Routledge. U.K. Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2015). Educational Psychology: An International Journal of Experimental Educational Psychology, 35(4), 397 - 521 . Taylor & Francis/Routledge. U.K. Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2015). Educational Psychology: An International Journal of Experimental Educational Psychology, 35(3), 271 - 395 . Taylor & Francis/Routledge. U.K. Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2015). Educational Psychology: An International Journal of Experimental Educational Psychology, 35(2), 137 - 270 . Taylor & Francis/Routledge. U.K. Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (2015). Editorial. Educational Psychology: An International Journal of Experimental Educational Psychology, 35(1), 1-4. Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2015). Educational Psychology: An International Journal of Experimental Educational Psychology, 35(1), 1 - 135 . Taylor & Francis/Routledge. U.K. Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2014). Educational Psychology: An International Journal of Experimental Educational Psychology, 34(4), 417 - 527 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2014). Educational Psychology: An International Journal of Experimental Educational Psychology, 34(3), 269 - 416 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2014). Educational Psychology: An International Journal of Experimental Educational Psychology, 34(2), 119 - 268 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2014). Educational Psychology: An International Journal of Experimental Educational Psychology, 34(1), 1 - 118 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2013). Educational Psychology: An International Journal of Experimental Educational Psychology, 33(7), 755- 896 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2013). Educational Psychology: An International Journal of Experimental Educational Psychology, 33(6), 645-754 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2013). Educational Psychology: An International Journal of Experimental Educational Psychology, 33(5), 521-643 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (2013). Educational Psychology: An International Journal of Experimental Educational Psychology, 33(4), 391-519 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2013). Educational Psychology: An International Journal of Experimental Educational Psychology, 33(3), 233-390 . Taylor & Francis/Routledge. U.K.
■Karami, H., & Mok, M. M. C. (2013). Special Issue: Fairness in Educational Assessment. Educational Research and Evaluation: An International Journal on Theory and Practice . Routledge. The Netherlands.
■Mok, M. M. C. (Ed.) (2013). Educational Psychology: An International Journal of Experimental Educational Psychology, 33(2), 135-232 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (Ed.) (2013). Educational Psychology: An International Journal of Experimental Educational Psychology, 33(1), 1-133 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (2012). External examiner of PhD thesis entitled, “Preschool Children’s Information Processing And Emotional Behaviour in Social Conflict Situations”, submitted for the degree of PhD at Edith Cowan University by Ms Becky Po Lin LAU.
■Mok, M. M. C. (Ed.) (2012). Educational Psychology: An International Journal of Experimental Educational Psychology, 32(7), 807-904 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (2012). Educational Psychology: An International Journal of Experimental Educational Psycholgy, 32(6), 681-805 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (2012). External examiner of EDD thesis entitled, “Learning Geometry Using A Virtual Reality 3-D Computer Program”, submitted for the degree of EDD at University of Western Australia by Gwee Hwee Ngee.
■Mok, M. M. C. (Ed.) (2012). Educational Psychology: An International Journal of Experimental Educational Psychology, 32(5), 553-680 . Taylor & Francis/Routledge. U.K.
■Mok, M. M. C. (2012). Educational Psychology: An international journal of experimental educational psychology. 32(4), 405-552 . Taylor & Francis. U.K.
■Mok, M. M. C. (2012). External examiner of PhD thesis entitled, “A Study of Educational Equity of Macao Basic Education Through Analyses of PISA2006 Scientific Literacy Survey Data”, submitted for the degree of PhD at University of Macau by Mr CHAN Keng Lim (陳敬濂).
■Mok, M. M. C. (2012). Educational Psychology: An international journal of experimental educational psychology. 32(3), 277-403 . Taylor & Francis. U.K.
■Mok, M. M. C. (2012). External examiner of MED thesis entitled, “Secondary Teacher Attitudes to Student Survey Feedback”, submitted for the degree of MED at University of Western Australia by Helen J. Lydon.
■Mok, M. M. C. (2012). Educational Psychology: An international journal of experimental educational psychology. 32(2), 149-273 . Taylor & Francis. U.K.
■Mok, M. M. C. (2012). Educational Psychology: An international journal of experimental educational psychology, 32(1), 1-145 . Taylor & Francis. U.K.
■Wheldall, K., & Mok, M. M. C. (2011). Educational Psychology: An international journal of experimental educational psychology. 31(7), 773-899 . Taylor & Francis. U.K.
■Wheldall, K., & Mok, M. M. C. (2011). Educational Psychology: An international journal of experimental educational psychology. 31(6), 657-772 . Taylor & Francis. U.K.
■Wheldall, K., & Mok, M. M. C. (2011). Educational Psychology: An international journal of experimental educational psychology, 31(5), 529-657 . Taylor & Francis. U.K.
■Mok, M. M. C. (2011). External examiner of PhD thesis entitled, “Disorganisation and the Secondary School Student: Assessing A Commonly Mentioned but Rarely Examined Factor Affecting School Performance”, submitted for the degree of PhD at University of Western Australia by Ms Rebecca Walker.
■Wheldall, K., & Mok, M. M. C. (2011). Educational Psychology: An international journal of experimental educational psychology, 31(4),393-528 . Taylor & Francis. U.K.
■Wheldall, K., & Mok, M. M. C. (2011). Educational Psychology: An international journal of experimental educational psychology. 31(3), 261-392 . Taylor & Francis. U.K.
■Wheldall, K., & Mok, M. M. C. (2011). Educational Psychology: An international journal of experimental educational psychology, 31(2), 123-260 . Taylor & Francis. U.K.
■Schiller, W., Mok, M. M. C., & Lam, H. M. Y. (Eds.) (2011). New directions in assessment of young children in the Asia-Pacific region . Routledge. U.K.
■Wheldall, K., & Mok, M. M. C. (2011). Educational Psychology: An international journal of experimental educational psychology, 31(1), 1-121 . Taylor & Francis. U.K.
■Chin, M. M., Mok, M. M. C., Balasekaran, G., Chia, M., & Wong, P. (2010). The effectiveness of Problem-based Learning (PBL) on academic self-confidence and generic skills of graduate students in health-related fitness and wellness in Singapore. ICPESS 2010.
■Schiller, W., Mok, M. M. C., & Lam, H. M. Y. (2010). New directors in assessment of young children in the Asia-Pacific region. Early Child Development and Care, 181(2). UK: Taylor & Francis GR0UP.
■Mok, M. M. C. (2010). External examiner of PhD thesis entitled, “The development of middle-school children’s interest in statistical literacy”, submitted for the degree of PhD at University of Tasmania by Mr Colin Carmichael.
■Mok, M. M. C. (2009). External examiner of EdD thesis, A ‘Caring thinking’ module in mathematics: Its impact on social attitudes and behaviours in students.
■Mok, M.M. C., Wong, Y. W., Bond, T., Lee, W. O., Lee, Y. P., Leung, M., Szeto, E., & Yu, T. W. (2009). Final report on the Revised APASO for measuring affective and social outcomes of schooling. Consultancy report submitted to Education Bureau. The Hong Kong SAR Government. (116 pages).
■Mok, M.M. C., Wong, Y. W., Bond, T., Lee, W. O., Lee, Y. P., Leung, M., Szeto, E., & Yu, T. W. (2009). Report on the Development of Norms of Hong Kong of the Revised APASO for Measuring Affective and Social Outcomes of Schooling. Consultancy report submitted to Education Bureau. The Hong Kong SAR Government.
■Mok, M.M. C., Wong, Y. W., Bond, T., Lee, W. O., Lee, Y. P., Leung, M., Szeto, E., & Yu, T. W. (2009). Validation report on the Revised APASO for measuring affective and social outcomes of schooling. Consultancy report submitted to Education Bureau. The Hong Kong SAR Government. (1,041 pages & 8 Appendices).
■Lee, W. O.,& Mok, M. M. C. (Guest Editors) (2008). Construction and Deconstruction of the Chinese Learner: Implications for Learning Theories. Special Issue of Evaluation & Research in Education, 21(3), (266 pp.). United Kingdom: Routledge.
■Mok, M.M. C., Wong, Y. W., Bond, T., Lee, W. O., Lee, Y. P., Leung, M., Szeto, E., & Yu, T. W. (2008). Review on Assessment Program for Affective & Social Outcomes (APASO). Review report submitted to Education Bureau. The Hong Kong SAR Government (274 pages).
■Moore, P. J., with contributions FROM Lee, W. O., Leung, S. W., & Mok, M. M. C. (names in Alphabetical order) (2008). Review on Assessment Program for Affective & Social Outcomes (APASO): Expert Report Submitted by The Hong Kong Institute of Education. Hong Kong: The Hong Kong Institute of Education. Consultancy report submitted to Education Bureau, The Hong Kong SAR Government on 2 January 2009. (110 pages).
■Lee, W. O., & Mok, M. M. C. (Eds.) (2008). Construction and Deconstruction of the Chinese Learner: Implications for Learning Theories. United Kingdom: Routledge.
■Mok, M. M. C., Chan, N. K., Chiu, S. Y., Lau, C. K. (2008). Consultancy report on the School-Based Management for Hong Kong Catholic Schools. (In Chinese: 莫慕貞、陳乃國、招紹琰、劉振國 (2008, Mar). 天主教香港教區「關於學校行政及校政執行委員會」研究報告). Consultancy report submitted to Catholic Education Board on 7 March 2008. (66 pages).
■Mok, M. M. C. (2008). [electronic resource] Applications of Rasch Model (1 computer optical disc). Hong Kong: The Hong Kong Institute of Education. (羅氏模型之應用. 香港教育學院, 評估研究及發展中心製作 ; 出品人, 莫慕貞 ; 導演/編劇, 梁偉志, 丁彥銓, 謝詩詠香港 : 香港教育學院).
(2007). Special Issue on Education Quality Assurance in Asia Pacific Region, In O.S. Tan (Ed.), Educational Research for Policy and Practice, 6(3), pp. 169-279 . Springer. Nertherland.
■Mok, M. M. C. (2007). (3/2007) External Examiner of PhD thesis, James Cook University. Queensland.
■Mok, M. M. C. (Guest Editor) (2006). Special Issue on Affective and Social Outcomes of Schooling, In K. Wheldall (Ed.), Educational Psychology: An International Journal of Experimental Educational Psychology, 26 (2), pp. 157-323. Taylor & Francis.
■Mok, M. M. C. (2006). Review of book, Maximizing Learning Effectiveness for Students of Grades 9 to 12 by L. J. Greene. USA: [online available: http://www.psycinfo.com/psyccritiques].
■Mok, M. M. C. (2006). External Examiner of PhD Dissertation: 國小五年級兒童寫作自我調整歷程的教與學, National Taiwan Normal University, Taiwan.
■Mok, M. M. C. (2006). External Examiner of PhD Dissertation: Investigating the Assessment of Prospective Teachers in Hanoi University of Education, RMIT, Australia.