Research
Publications (IF > 6, H-index > 10), Presentations, Scales
Selected Publications
Learning, Well-being, Data, Psychometrics, Positive Psychology, Mental Health, Higher Education…
Kern, M. L., Arguís-Rey, R., Chaves, C., White, M. A., & Zhao, M. Y. (2024). Developing guidelines for program design, practice, and research toward a positive and well-being education practice. The Journal of Positive Psychology, 1–11. https://doi.org/10.1080/17439760.2024.2352743
Zhao, Y., & Tay, L. (2023) Beyond the conventional view of bipolarity: Methodological considerations for examining the relationship between Well-being and Ill-being. The Journal of Positive Psychology. http://dx.doi.org/10.1080/17439760.2023.2257656.
Zhao, Y., Huen, J. M. Y., Leung, H. T., Chan, C. K. Y. (2023) Assessing intercultural competence in higher education: Construction and psychometric evaluation of a brief measure. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2023.101288
Zhao, Y., & Tay, L. (2022) From ill-being to well-being: Bipolar or Bivariate? The Journal of Positive Psychology. http://dx.doi.org/10.1080/17439760.2022.2109204.
Krause, K. R., Chung, S., Adewuya, A. O., Albano, A. M., Babins-Wagner, R., Brann, P., Birkinshaw, L., Creswell, C., Delaney, K., Falissard, B., Forrest, C. B., Hudson, J. L., Ishikawa, S., Khatwani, M., Kieling, C., Krause, J., Kumar, … Zhao, Y., Wolpert, M. (2020) International consensus on a standard set of outcome measures for child and youth anxiety, depression, obsessive-compulsive disorder, and post-traumatic stress disorder. Lancet Psychiatry. doi: 10.1016/S2215-0366(20)30356-4.
Zhao, Y., Huo, S. (2019). Removing language barriers in learning assessments: NEQMAP thematic review. Thailand: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. https://unesdoc.unesco.org/ark:/48223/pf0000372299 (invited paper)
Zhao, Y., Kuan, H. K., Chung, J. O. K., Chan, C. K. Y., & Li, W. H. C. (2018). Students’ approaches to learning in a clinical practicum: A psychometric evaluation based on item response theory. Nurse Education Today. doi: 10.1016/j.nedt.2018.04.015.
Chan, C. K. Y., Zhao, Y., & Luk, L. Y. Y. (2017). A validated and reliable instrument investigating engineering students’ perceptions of competency in generic skills. Journal of Engineering Education, 106(2), 299–325. doi: 10.1002/jee.20165.
Lo, B. C. Y., Zhao, Y., Ho, Y.-C., & Au, T. K. (2017). Psychometric properties of the Children’s Response Styles Questionnaire in a Hong Kong Chinese community sample. Health and Quality of Life Outcomes,15:198. doi: 10.1186/s12955-017-0774-x.
Zhao, Y. (2017). Impact of IRT item misfit on score estimates and severity classifications: an examination of PROMIS depression and pain interference item banks. Quality of Life Research, 26(3), 555-564. doi: 10.1007/s11136-016-1467-3.
Zhao, Y., Chan, W., & Lo, B. C. Y. (2017). Comparing five depression measures in depressed Chinese patients using item response theory: an examination of item properties, measurement precision and score comparability. Health and Quality of Life Outcomes,15:60. doi: 10.1186/s12955-017-0631-y.
Zhao, Y., & Hambleton, R.K. (2017). Practical consequences of item response theory model misfit in the context of test equating with mixed-format test data. Frontiers in Psychology, 8:484. doi: 10.3389/fpsyg.2017.00484.
Zhao, Y., Huen, J. M. Y., & Chan, Y. W. (2017). Measuring longitudinal gains in student learning: A comparison of Rasch scoring and summative scoring approaches. Research in Higher Education, 58(6), 605-616. doi: 10.1007/s11162-016-9441-z.
Zhao, Y., Huen, J. M. Y., & Prosser, M. (2017). Comparing perceived learning experiences of two concurrent cohorts under curriculum reforms in Hong Kong: A multiple-group confirmatory factor analysis approach. Quality Assurance in Education, 25(3), 270-286. https://doi: 10.1108/QAE-11-2016-0070.
Lo, B. C. Y., Zhao, Y., Kwok, A. W. Y., Chan, W., & Chan, C. K.Y. (2015). Evaluation of the psychometric properties of the Asian Adolescent Depression Scale and construction of a short form: An item response theory (IRT) analysis. Assessment. doi: 10.1177/1073191115614393.
Hsu, C.-L., Zhao, Y. & Wang, W.-C. (2013). Exploiting computerized adaptive testing for self-directed learning (pp. 257–280). In M. M. C. Mok (Ed.). Self-directed Learning Oriented Assessments in the Asia-Pacific. Netherlands: Springer. doi: 10.1007/978-94-007-4507-0.
Hambleton, R.K., & Zhao, Y. (2005). Item Response Theory models for dichotomous data (Vol. 2, pp. 982–990). In Encyclopedia of Statistics in Behavioral Science. Chicester, England: Wiley. doi: 10.1002/0470013192.bsa039.
Selected Presentations
Zhao, Y. (2022, November). From surviving to flourishing: An integrative perspective and new measurement evidence. Abstract prize-winning poster presented at the Global Scientific Conference on Human Flourishing.
Zhao, Y. (2021, July). Cultural intelligence, personality, and well-being in Hong Kong university students. Presented at the International Positive Psychology Association (IPPA) 7th World Congress 2021
Zhao, Y. (2019, July). Effects of anchoring vignettes on the validity of student self-assessment. Paper presented at the International Meeting of the Psychometric Society, Santiago, Chile.
Zhao, Y. (2018, September). Evidence-based learning assessment: Using “big data” for informing education practice and enhancing student learning. Paper presented at the 44th International Association for Educational Assessment Annual Conference, Oxford, United Kingdom.
Zhao, Y. (2018, July). Measuring intercultural competence: Methodological issues and challenges. Paper presented at the European Congress of Methodology 2018, Jena, Germany.
Zhao, Y. (2017, July). A practical guide to the assessment of IRT misfit impact in patient reported outcome measures. Paper presented at the 14th European Conference on Psychological Assessment, Lisbon, Portugal.
Zhao, Y. (2017, March). Institutional quality assurance. Presented at Higher Education Planning in Asia Forum 2017, Tokyo, Japan.
Zhao, Y., Chung, J. O. K., Chan, C. K. Y., & Li, W. H. C. (2016, November). Assessment in workplace: Investigating a multi-source and multi-method approach to enhance student learning in clinical practicum. Paper presented at the 2016 Frontiers in Medical and Health Sciences Education Conference, Hong Kong SAR. (best oral presentation award)
Zhao, Y. (2015, August). Comparison of relative precision using Rasch-derived and summative scoring approaches. Paper presented at the Pacific Rim Objective Measurement Symposium, Fukuoka, Japan.
Zhao, Y., & Chan, W. (2015, July). Estimation accuracy of IRT calibration under different latent trait distributions with small samples. Paper presented at the International Meeting of the Psychometric Society, Beijing, China.
Zhao, Y. (2014, August). Impact of IRT model misspecification on equating. Paper presented at the 11th Cross-Straits Conference on Educational and Psychological Testing, Taiwan.
Zhao, Y. (2011, July). Considerations to evaluate equating results based on IRT calibration and equating. Paper presented at the International Meeting of the Psychometric Society, Hong Kong SAR.
Zhao, Y., & Hambleton, R.K. (2010, July). Practical consequences of IRT model misfit. Presented at the 7th conference of the International Test Commission, Hong Kong SAR.
Measurement Scale
Intercultural Competence Questionnaire (full and brief versions) download here