Ricci Fong
I am an Assistant Professor in the Department of Curriculum and Instruction at the Education University of Hong Kong (EdUHK). I received my B.A. (Psychology, Linguistics & Philosophy), PGDE (English), M.Ed. (Special Education), and Ph.D. (Gifted Education) from the University of Hong Kong. Before embarking on my doctorate, I was an English teacher in primary and secondary schools in Hong Kong and I also received training as a mindfulness teacher.
Over the years, I had participated in various research projects in educational psychology, school guidance and counseling, and teaching innovations. My current research interests center on students' perfectionism in the Chinese context, affective development of gifted students, positive education, and the intersection of these three lines of inquiry. My work has been presented in various key conferences in gifted education, including the European Council for High Ability (ECHA) and the World Council for GIfted and Talented Children (WCGTC); in refereed journals, such as Roeper Review, High Ability Studies, and The Internet and Higher Education; as well as in edited books for Routledge and Springer.
Besides engaging in research activities, I have been serving the WCGTC and the Asia-Pacific Federation on Giftedness (APFG) as a Hong Kong delegate to facilitate knowledge transfer among members from 47 countries and regions. For the local community of practice, I have given professional development seminars for schools and professional bodies, such as the Hong Kong Psychological Society (HKPS) and the Gifted School Network; and have been working closely with the Hong Kong Academy for Gifted Education (HKAGE) both in terms of research collaboration and knowledge transfer activities, including the delivery of seminars and workshops, for gifted students, parents, and practitioners in the professional community.
Over the years, I had participated in various research projects in educational psychology, school guidance and counseling, and teaching innovations. My current research interests center on students' perfectionism in the Chinese context, affective development of gifted students, positive education, and the intersection of these three lines of inquiry. My work has been presented in various key conferences in gifted education, including the European Council for High Ability (ECHA) and the World Council for GIfted and Talented Children (WCGTC); in refereed journals, such as Roeper Review, High Ability Studies, and The Internet and Higher Education; as well as in edited books for Routledge and Springer.
Besides engaging in research activities, I have been serving the WCGTC and the Asia-Pacific Federation on Giftedness (APFG) as a Hong Kong delegate to facilitate knowledge transfer among members from 47 countries and regions. For the local community of practice, I have given professional development seminars for schools and professional bodies, such as the Hong Kong Psychological Society (HKPS) and the Gifted School Network; and have been working closely with the Hong Kong Academy for Gifted Education (HKAGE) both in terms of research collaboration and knowledge transfer activities, including the delivery of seminars and workshops, for gifted students, parents, and practitioners in the professional community.
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Perfectionism is multidimensional and includes perfectionistic striving (ceaseless pursuit of very high performance standards) and perfectionist concerns (excessive self-criticism over one’s inability to live up to unrealistically high expectations). Previous studies generally suggest that both perfectionistic striving and perfectionistic concerns are highly related to emotions; however, little research has been conducted on how perfectionism and its distinct components relate to key academic emotions such as hope towards one’s test performance. This study aimed to examine the relationship between perfectionism and test-related hope, and the mediating role of self-compassion. A sample of Chinese primary students (N=1051) were recruited to complete measures of perfectionism, self-compassion and test-related hope. Structural equation modeling showed that perfectionistic striving was associated with higher test-related hope, and perfectionistic concerns with lower test-related hope. Partial mediation effects of self-compassion on the relationship between dimensions of perfectionism and test-related hope were also found. The findings contribute to our understanding of how perfectionism is related to emotion constructs in competitive contexts. Implications pertaining to future directions in research and practice will be discussed.
Perfectionism is multidimensional and includes perfectionistic striving (ceaseless pursuit of very high performance standards) and perfectionist concerns (excessive self-criticism over one’s inability to live up to unrealistically high expectations). Previous studies generally suggest that both perfectionistic striving and perfectionistic concerns are highly related to emotions; however, little research has been conducted on how perfectionism and its distinct components relate to key academic emotions such as hope towards one’s test performance. This study aimed to examine the relationship between perfectionism and test-related hope, and the mediating role of self-compassion. A sample of Chinese primary students (N=1051) were recruited to complete measures of perfectionism, self-compassion and test-related hope. Structural equation modeling showed that perfectionistic striving was associated with higher test-related hope, and perfectionistic concerns with lower test-related hope. Partial mediation effects of self-compassion on the relationship between dimensions of perfectionism and test-related hope were also found. The findings contribute to our understanding of how perfectionism is related to emotion constructs in competitive contexts. Implications pertaining to future directions in research and practice will be discussed.