Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence by Zhoc, Karen C. H., Webster, Beverley J., King, Ronnel B., Li, Johnson C. H., Chung, Tony S. H.

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Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education by Zhoc, Karen C. H., Chung, Tony S. H., King, Ronnel B.

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Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid‐19? by Zhoc, Karen C. H., Cai, Yuyang, Yeung, S. S., Shan, Jianguo

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Intrinsic and extrinsic future goals: Their differential effects on students’ self‐control and distal learning outcomes by Zhoc, Karen C. H., King, Ronnel B., Law, Wilbert, McInerney, Dennis M.

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Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education by Zhoc, Karen C. H., King, Ronnel B., Chung, Tony S. H., Chen, Junjun

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Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study by Zhoc, Karen C. H., King, Ronnel B., Chung, Tony S. H., Chen, Junjun, Yang, Min

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New Reliability and Validity Evidence of the Emotional Intelligence Scale by Zhoc, Karen C. H., Li, Johnson C. H., Webster, Beverley J.

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Reliability and validity evidence for the Self-Directed Learning Scale (SDLS) by Zhoc, Karen C.H., Chen, Gaowei

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Quality of Life of Palliative Care Patients in the Last Two Weeks of Life by Lo, Raymond S.K, Woo, Jean, Zhoc, Karen C.H, BSocSc, Li, Charlotte Y.P, Yeo, Winnie, Johnson, Philip, Mak, Yvonne, Lee, Joseph

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Cross-cultural validation of the McGill Quality of Life questionnaire in Hong Kong Chinese by Lo, Raymond S K, Woo, Jean, Zhoc, Karen C H, Li, Charlotte Y P, Yeo, Winnie, Johnson, Philip, Mak, Yvonne

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