Amrita Kaur

职位:

心理学助理教授
学院:

人文学院
办公室:

GEH B213
邮箱:

akaur@kean.edu

Educational Background

Ph.D., Educational Psychology

Biography

Amrita Kaur is an Assistant Professor and the Program Director for the School of Psychology at the College of Liberal Arts at Wenzhou Kean University. She earned her PhD in Education Psychology from the University Utara Malaysia in 2010. With over 25 years of teaching experience, she has held diverse roles including teacher trainer in K-12 education, specializing in primary years’ instructional pedagogies, Head of School in Thailand (2000-2013), and as a higher education researcher and academic in Malaysia and China since 2013.

In 2020, she received a fellowship from the International Society for Scholarship of Teaching and Learning (ISSoTL), followed by a Recognition of Supervisory Practice from the UK Council for Graduate Education’s Research Supervision (UKCGE) in 2022. Amrita has also trained early career researchers in the Scholarship of Teaching and Learning (SoTL) across Malaysian and Chinese universities. She is currently editing a book on “Scholarship of Teaching and Learning in Asia”.

Amrita has led over 25 research projects funded by university and federal grants since 2015. She has authored more than 85 research articles and book chapters in esteemed publications, with her papers winning the Best Paper Award twice (2017 & 2022) in Humanities and Social Sciences from the Scientific Publications Council of the Ministry of Education, Malaysia. She has successfully supervised five doctoral students and serves on the editorial boards of the Malaysian Journal of Learning and Instruction (MJLI) and the International Journal of Students as Partners (IJSaP).

Amrita is passionate about mentoring students through establishing collaborations for instructional, research, and community service projects. She has successfully completed research projects, contributed to high-impact publications, and received awards in collaboration with students. Additionally, she has conducted multiple motivational and therapeutic coaching sessions for school students in China, also in collaboration with students.

Research interests

Dr. Kaur’s primary areas of research focus on investigating teaching, learning, and assessment in higher education. She engages in Scholarship of Teaching and Learning (SoTL) and Students as Partners (SaP) to investigate university students’ learning motivation and engagement from cultural and developmental perspectives.

Her research with doctoral and master dissertation students has mainly focused on learning engagement and motivation grounded in self-determination theory.

Selected Publications/scholarly and creative work

Kaur, A., Noman, M., Lin, Y., Zhou, Q., Lu, K., & Zhou, Y. (2024). The interplay of academic emotions and teacher interpersonal behaviors on psychological well-being of university students in China. Educational Psychology. https://doi.org/10.1080/01443410.2024.2387550

(SSCI)

Hang, B & Kaur, A* (2024). Assessment of Creativity: Adaptation and Validation of the Runco Ideational Behavior Scale for Vietnamese Students. Psychology of Aesthetics, Creativity, and the Arts

(SSCI)

Kaur, A., Lin, Y., Lu, K., Zhou, Q., Zhou, Y., & Noman, M. (2024). Chinese Students’ Conception of Psychological Need Support and Need Frustration: A Qualitative Analysis from Self-Determination Theory Perspective. Asia-Pacific Education Researcher, 1-23. https://doi.org/10.1007/s40299-024-00844-3

(SSCI)

Noman, M., Xu, J., Kaur, A., & Fang, K. (2024). The interplay of contextual leadership and teacher-related organizational outcomes: The mediating role of group cohesion. Educational Management Administration & Leadership, 0(0). https://doi.org/10.1177/17411432241230662

(SSCI)

Kaur, A., Kumar, V., & Noman, M. (2023, November 15). The Viability of Doctoral Thesis and Oral Exams in Students' Native Language. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2023.2271976

(SSCI)

Wu, W., Kaur, A.,Liang, Q. Xu,K.,Mei, Y, Yei,M.& Chen,Li (2023 ). Development and Validation of the Parental Anxiety over Children’s Education Scale Evidence from China. Journal of Child and Family Studies. 76, 101-231. https://doi.org/10.1007/s10826-023-02626-9

(SSCI)

Kaur, J & Kaur, A. (2023). Is teaching and learning in Chinese higher education classrooms internationalized? Perspectives from international students in China. Higher Education Research & Development, 42(5), 1283–1297. https://doi.org/10.1080/07294360.2023.2197196

(SSCI)

Noman, M., Kaur, A., Mullick, J., Ran, L. (2023). Navigating New Terrain: First-Year Chinese Students’ Transitionary Experiences in a Sino-US Joint Venture University in China. International Journal of Chinese Education. 12(2),1-16,DOI: 10.1177/2212585X231175167

(Scopus)

Mei, S., Kaur, A.,* Yang, A., Xu, K., Wu, W., Zheng, T., Ying, L., Zou, Y., Ji, Z., Ye, Y., & Chen, L. (2023). Development and validation of the sources of parental anxiety in children’s education scale. Studies in Educational Evaluation, 76, 101231. https://doi.org/10.1016/j.stueduc.2022.101231

(SSCI)

Kumar, V, Kaur, A. (2022). PhD orals from the convenors’ perspective: implications for academics and candidates. International Journal for Academic Development. 29:1, 62-74, https://doi.org/10.1080/1360144X.2022.2051516

(SSCI)

Awang-Hashim, R., Kaur, A., Yusof, N. et al. (2022). Reflective and integrative learning and the role of instructors and institutions—evidence from Malaysia. Higher Education. 83 (3), 635-654.https://doi.org/10.1007/s10734-021-00689-5

(SSCI)

Kaur, A., Kumar, V., & Noman,M (2022): Partnering with doctoral students in research supervision: opportunities and challenges, Higher Education. Research & Development, 41 (3), 789-803.DOI: 10.1080/07294360.2020.1871326

(SSCI).

Noman,M., Kaur,A. & Nafees, N. (2021).Covid-19 fallout: Interplay of financial stress and employment anxiety stressors and support on academic functioning of Malaysian university students. Children and Youth Services Review. 125, 1-7. https://doi.org/10.1016/j.childyouth.2021.106001

(SSCI)

Kumar, V.,Sanderson., & Kaur, A. (2021). Investigating the role of convenor in the Ph.D. Viva. Assessment & Evaluation in Higher Education. 46 (7),1080-1091. https://doi.org/10.1080/02602938.2020.1841092

(SSCI ).

Abdulaziz, A., Noman,M., & Kaur, A. (2020 ). Core leadership practices of school principals in the kingdom of Saudi Arabia, Educational Management Administration & Leadership. 48 (2), 387-423.

(SSCI)

Kaur, A., Awang-Hashim, R. & Kaur, M. (2019): Students’ experiences of co-creating classroom instruction with faculty- A case study in eastern context, Teaching in Higher Education. 24(4), 461-477.

(SSCI).

Kaur, A., Noman, M., & Awang-Hashim, R (2018). The role of goal orientations in students’ perceptions of classroom assessment in higher education. Assessment & Evaluation in Higher Education. 43(3), 461-472.

(SSCI).

Kaur, A., Noman, M. & Nordin, H., (2017). Inclusive assessment for linguistically diverse learners in higher education. Assessment & Evaluation in Higher Education, 42(5), 756-771.

(SSCI).

Kaur, A., Noman, M, & Awang-Hashim, R (2016). Exploring strategies of teaching and classroom practices in response to challenges of inclusion in a Thai school: A case study. International Journal of Inclusive Education. 20(5), 474-485.

(SSCI).

Awang-Hashim, R., Kaur, A., & Noman, M. (2015). The interplay of socio-psychological factors on school engagement among early adolescents. Journal of Adolescence. 45, 214-224.

(SSCI).