3Es 團隊從本地幼兒和他們的家長及班主任身上抽取面試和問卷數據,評估幼兒的情緒社交技巧和早期學習能力,了解幼兒的家庭狀況和學校環境,並於國際學術期刊發表了多篇論文。這些論文探討家庭關係和學校經驗如何影響幼兒的情緒社交技巧,並測驗幼兒情緒社交技巧和其他發展結果之間的關係。
Chung, K. K. H., Lam, C. B., & Liew, J. (2020). Studying children’s social-emotional development in school and at home through a cultural lens.
Early Education and Development, 31, 927–929.
https://doi.org/10.1080/10409289.2020.1782860
Fung, W. K., Chung, K. K. H., Lam, I. C. B., & Li, N. X. (2020). Bidirectionality in kindergarten children's school readiness and emotional regulation.
Social Development, 29(3)
, 801–817.
https://doi.org/10.1111/sode.12434
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2020). Executive functioning and word reading in Hong Kong Chinese children: A one-year longitudinal perspective.
Journal of Research in Reading.
43, 382–393.
https://doi.org/10.1111/1467-9817.12302
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2021). Parental self‐efficacy: Examining its mediating and reciprocally predictive roles in supportive emotion socialization.
Family Process,
61(2), 779–791.
https://doi.org/10.1111/famp.12688
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2023). The longitudinal associations of household economic pressure and home chaos with children’s executive functioning, word reading, and school readiness.
Child & Youth Care Forum,
52, 1299–1321.
https://doi.org/10.1007/s10566-023-09733-0
Kwong, S. C., Lam, C. B., Li, X., Chung, K. K. H., Cheung, R. Y. M., & Leung, M. (2018). Fit in but stand out: A qualitative study of parents’ and teachers’ conceptualization of child socioemotional competence.
Early Childhood Research Quarterly, 44, 275–287.
https://doi.org/10.1016/j.ecresq.2018.02.018
Lam, C. B., Chung, K. K. H., Lam, C. S., & Li, X. (2021). Linking social-emotional competence to behavioral and academic adjustment among Chinese kindergarten children: A multilevel approach.
Early Education and Development,
33(5), 832–845.
https://doi.org/10.1080/10409289.2021.1979836
Lam, C. B., Li, X., & Chung, K. K. H. (2024). Improving Chinese children’s socioemotional competence, behavioral adjustment, and pre-academic skills: Impacts of the 3Es program. Early Childhood Research Quarterly, 68, 13–23. https://doi.org/10.1016/j.ecresq.2024.03.002
Li, X., Lam, C. B., Chung, K. K. H., Cheung, R. Y. M., Leung, C., & Fung. W. K. (2020). Development and validation of the Chinese inventory of children’s socioemotional Competence (CICSEC),
Early Education and Development, 31(6)
, 854–872.
https://doi.org/10.1080/10409289.2020.1715735
Li, X., Lam, C. B., & Chung, K. K. H. (2020). Linking maternal caregiving burden to maternal and child adjustment: Testing maternal coping strategies as mediators and moderators.
Journal of Developmental and Physical Disabilities, 32, 323-338.
https://doi.org/10.1007/s10882-019-09694-0
Li, X., Lam, C. B., & Chung, K. K. H. (2024). Linking school-and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, China.
British Journal of Educational Psychology, 00, 1–19.
https://doi.org/10.1111/bjep.12672
Li, X., Lam, C. B., Chung, K. K. H., & Leung, C. (2019). Linking parents' self-stigma to the adjustment of children with disabilities.
American Journal of Orthopsychiatry, 89(2)
, 212–221.
https://doi.org/10.1037/ort0000386
Lin, S.-Y., Lam, C. B., & Chung, K. K. H. (2024). The joint effects of individual-level and classroom-level teacher−child relationships on children’s psychosocial adjustment: A longitudinal study.
International Journal of Behavioral Development,
0(0).
https://doi.org/10.1177/01650254231223520