Research Articles

Wu, J., Gu, J., Sun, D., Xiong, Y., He, H., Zhang, P., & Yan, Z. (2026). The potential of artificial intelligence to enhance self-regulated learning: A three-level meta-analysis study. Journal of Research on Technology in Education. Advance online publication. https://doi.org/10.1080/15391523.2026.2643171

Yan, Z., Chiu, M. M., Gu, J., Yang, L., Zhan, Y. (2026). School assessment policy, teacher assessment practice and training, and reading achievement: A multilevel analysis of PISA 2018 data. Education Sciences. https://doi.org/10.3390/educsci16040658

Wu, J., & Yan, Z. (2026). Relationship between formative assessment practices and students’ academic achievement: The mediating role of student engagement. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594x.2026.2640035

Mendoza N. B., Xiong, Y., & Yan, Z. (2026). Making sense of AI feedback: How students’ feedback literacy moderates the link between ChatGPT acceptance and self-regulated learning. Educational Psychology. https://doi.org/10.1080/01443410.2026.2641521

Mendoza, N. B., Dizon, J. I. W. T., Buenconsejo, J. U., Simon, P. D., Yan, Z., & King, R. B. (2026). The bi-factor structure and measurement invariance of the Mental Health Continuum–Short Form (MHC-SF): Validation and cutoff scores in the Philippines. Current Psychology, 45(8), 811. https://doi.org/10.1007/s12144-026-09359-0

Zhan, Y., Yan, Z., Zeng, Y., Luo, W. Y. & Wan, Z. H. (2026). A systematic review of feedback literacy scales: Development and validation. Studies in Educational Evaluation. 88, Article 101578. https://doi.org/10.1016/j.stueduc.2026.101578

Mendoza, N. B., Buenconsejo, J. U., Ba, S., & Yan, Z. (2026). Ensuring the validity of assessing student well-being in paper-and-pencil and web-based formats: The measurement invariance of the MHC-SF. Journal of Psychoeducational Assessment. https://doi.org/10.1177/07342829261423745

Zhang, L., Yan, Z., Wang, X. (2026). Mapping formative assessment in higher music education: A scoping review of its implementation and impact on musical intelligence. Research Studies in Music Education. https://doi.org/10.1177/1321103x251400571

Zhang, L., Qiu, Y., Zou, Y. & Yan, Z. (2026). From policy to practice: a longitudinal interview study of experienced music teachers on implementing formative assessment in China. Music Education Research. https://doi.org/10.1080/14613808.2026.2615436

Yan, Z., & Mendoza, N. B. (2025). Learning and practicing simultaneously: the synergistic effect of online self-assessment diaries and teacher self-assessment instruction on learning and growth mindset. Assessment in Education: Principles, Policy & Practice, 32(3), 276-298. https://doi.org/10.1080/0969594x.2025.2534134

Yang, L., Yan, Z., Looi, C. K., Chiu, M. M., & Gasevic, D. (2025). AI-assisted feedback: students’ feedback perceptions, emotions, actions, and literacies. Educational Psychology, 1–8. https://doi.org/10.1080/01443410.2026.2599638

Zhan, Y., & Yan, Z. (2025). Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence. Assessment & Evaluation in Higher Education, 1-14. https://doi.org/10.1080/02602938.2025.2471821

Gu, J., & Yan, Z. (2025). Effects of GenAI Interventions on Student Academic Performance: A Meta-Analysis. Journal of Educational Computing Research, 63(6), 1460-1492. https://doi.org/10.1177/07356331251349620

Nieminen, J. H., Yan, Z., & Boud, D. (2025). Self-assessment design in a digital world: centring student agency. Assessment & Evaluation in Higher Education, 50(5), 732–746. https://doi.org/10.1080/02602938.2025.2467647

Pastore, S., Yan, Z., & Lao, H. (2025). Teacher instructional practices and strategies for student self-assessment. Assessment in Education: Principles, Policy & Practice, 32(2), 152–172. https://doi.org/10.1080/0969594x.2025.2510204

Gu, J., Chen, J., & Yan, Z. (2025). Fostering feedback literacy by scaffolding self-regulated feedback: A comparative study of GenAI and human peers. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1736446

Cao, Y., Yan, Z., Yang, L., Panadero, E., & Chen, C. (2025). Technology-mediated self-assessment in higher education: A critical review. Contemporary Educational Technology, 17(3), 588. https://doi.org/10.30935/cedtech/16739

Cheng, C. K. E., Mendoza, N. B., & Yan. Z. (2025). Collaborative Lesson Planning Influences Teachers' Self-Regulated Learning Instruction (SRL-I): The Mediating Role of Perceived Benefits of SRL. European Journal of Education, 60(4), e70303. https://doi.org/10.1111/ejed.70303

Zhu, J. Y., Yang, Y. L., & Yan. Z. (2025). Psychometric properties of the Feedback Literacy Behaviour Scale (FLBS) for Chinese students. Asia Pacific Journal of Education, 1–30. https://doi.org/10.1080/02188791.2025.2537390

Yang, Y., Yan, Z., Zhu, J., Guo, W., Wu, J., & Huang, B. (2025). Exploring the mediating effect of feedback self-efficacy between students' self-feedback behavior and academic proficiency. Frontiers in Psychology, 16, 1637028. https://doi.org/10.3389/fpsyg.2025.1637028

Wang, X., Yan, Z., Tang, A., Chen, C., Chen, J., & Xiong, Y. (2025). Adversity quotient influences self-regulated learning strategies via achievement motivation among Chinese university students. Education Sciences, 15(8), 1042. https://doi.org/10.3390/educsci15081042

Ba, S., Yang, L., Yan, Z., Looi, C. K., & Gašević, D. (2025). Unraveling the mechanisms and effectiveness of AI-assisted feedback in education: A systematic literature review. Computers and Education Open, 9, 100284. https://doi.org/10.1016/j.caeo.2025.100284

Yang, Y., Yan, Z., Zhu, J., Guo, W., Wu, J., & Huang, B. (2025). Exploring factors influencing students' self-feedback: Insights from a structural equation modeling analysis using an extended theory of planned behavior framework. Frontiers in Psychology, 16, 1683523. https://doi.org/10.3389/fpsyg.2025.1683523

Mendoza, N. B., & Yan, Z. (2025). From beliefs to behaviors: Conceptualizing and assessing students’ practices that reflect a growth mindset. Social Psychology of Education, 28(1), 1-35. https://doi.org/10.1007/s11218-025-10032-w

Wu, J., Yan, Z., Yu, G., Xie, G., Li, L., Yang, Y., & Zhu, J. (2025). Enhancing mathematics achievement through teacher support: The mediating role of student feedback literacy. The Journal of Educational Research, 118(5), 517–527. https://doi.org/10.1080/00220671.2025.2508701

Zhan, Y., Boud, D., Dawson, P., & Yan, Z. (2025). Generative artificial intelligence as an enabler of student feedback engagement: a framework. Higher Education Research & Development, 44(5), 1289–1304. https://doi.org/10.1080/07294360.2025.2476513

Zhang, L. X., Yan, Z., & Wang, X. (2025). Understanding Music Teachers’ Formative Assessment Intention and Implementation: A Chinese Mainland Context. International Journal of Music Education. https://doi.org/10.1177/02557614251315461

Yang, Y. L., Yan. Z., Zhu, J. Y., Guo, W. Y., Wu, J. S., & Huang, B. J. (2025). The Development and Validation of the Student Self-Feedback Behavior Scale (SfBS). Frontiers in Psychology, 15, 1495684. https://doi.org/10.3389/fpsyg.2024.1495684

Zhang, D., Yang, L., Yan, Z., Lee, J. C. K., & Chan, K. (2025). The relationship between formative assessment, science interest, and science achievement: a mediation model. Educational Psychology, 45(3), 359–376. https://doi.org/10.1080/01443410.2025.2470829

Gu, J., Xiao, Y. & Yan, Z. (2025). Empower Students With Internal Feedback: Unpack the Process of Internal Feedback in Language Classrooms. The Asia-Pacific Education Researcher, 34(5), 1795–1805. https://doi.org/10.1007/s40299-025-00993-z

Dawson, P., Yan, Z., Lipnevich, A., Tai, J., Boud, D., & Mahoney, P. (2024). Measuring what learners do in feedback: The Feedback Literacy Behaviour Scale. Assessment & Evaluation in Higher Education, 49(3), 348-362. https://doi.org/10.1080/02602938.2023.2240983

Wu, J. S., Yan, Z., Chen, J., & Xiong, Y. (2024). The Perceived Teacher Support Scale (PTSS) for students: Development and psychometric studies. International Journal of Educational Research, 128, 102487. https://doi.org/10.1016/j.ijer.2024.102487

Li, Y., Wang, X., Chen, J., Lee, J. C. K., Yan, Z., & Li, J. B. (2024). Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis. Educational Psychology Review, 36, Article 129. https://doi.org/10.1007/s10648-024-09966-y

Häsä, J., Rämö, J. M., & Yan, Z. (2024). Examining the reciprocal influence between undergraduate students’ self-regulation and approaches to learning. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2394404

Zhu, J., Yang, Y., & Yan, Z. (2024). Relationships between teacher feedback and English writing proficiency in Chinese Students: The mediating effect of writing self-regulated learning strategies. System, 123, 103338. https://doi.org/10.1016/j.system.2024.103338

Zhan, Y., So, W. M. W., Sun, D., & Yan, Z. (2024). Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ e-assessment practices in changing time. Research and Practice in Technology Enhanced Learning, 19, 033. https://doi.org/10.58459/rptel.2024.19033

Mohd Ishar, N. I., Yan, Z., Mohd Nor, Z., Ramayah, T., Mohd Roslim, R. & Bond, T. (2024). Detecting Unfavourable Experience in the Face of Digital Disruption: Using Rasch Measures in PLS-SEM Analysis. Journal of Applied Measurement.

Yan, Z., & Chiu, M. M. (2023). The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions. British Educational Research Journal, 49, 186-208. https://doi.org/10.1002/berj.3837

Yan Z., Panadero E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: Usefulness and factors influencing implementation. Educational Psychology Review, 35, 81. https://doi.org/10.1007/s10648-023-09799-1

Yan, Z., & King, R. B. (2023). Assessment is contagious: The social contagion of formative assessment practices and self-efficacy among teachers. Assessment in Education: Principles, Policy & Practice, 30(2), 130-150. https://doi.org/10.1080/0969594x.2023.2198676

Yan, Z. (2023). Applications of Rasch measurement in research and practice. Vietnam Journal of Educational Sciences, 4(19), 10-21.

Chen, J., Zhang, L., Li X., Li, Y., Xu, W., & Yan, Z. (2023). The multidimensional teacher well-being: a mixed-methods approach. Teachers and Teaching: Theory and Practice, 30(6), 724-744. https://doi.org/10.1080/13540602.2023.2282483

Li, Z., Yan, Z., Chan, K. K. Y., Zhan, Y., & Guo, W. Y. (2023). The role of professional development program in improving primary teachers’ formative assessment literacy. Teacher Development, 27(4), 477-467. https://doi.org/10.1080/13664530.2023.2223595

Yang, L., Yan, Z., Zhang, D., Boud, D., & Datu, J. A. (2023). Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices. Assessment in Education: Principles, Policy & Practice, 30(2), 104-129. https://doi.org/10.1080/0969594x.2023.2191161

Zhan, Y., Yan, Z., Wan, Z. H., Wang, X. Zeng, Y., Yang, M., & Yang, L. (2023). Effects of online peer assessment on higher-order thinking: A meta-analysis. British Journal of Educational Technology, 54(4), 817-835. https://doi.org/10.1111/bjet.13310

Mendoza, N., & Yan, Z. (2023). Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement. Studies in Educational Evaluation, 77, 101249. https://doi.org/10.1016/j.stueduc.2023.101249

Yan, Z., Brubacher, S. P., Boud, D., & Powell, M. (2023). The influence of self-assessment practices on online training for investigative interviewing skills. Studies in Educational Evaluation, 76, 101236. https://doi.org/10.1016/j.stueduc.2023.101236

Mendoza, N.B., Yan, Z., & King R.B. (2023). Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance. Computers & Education, 193， 104663. https://doi.org/10.1016/j.compedu.2022.104663

Chan, K., Bond, T., & Yan, Z. (2023). Application of an automated essay scoring engine to English writing assessment using Many-facets Rasch Measurement. Language Testing, 40(1), 61-85. https://doi.org/10.1177/02655322221076025

Mendoza, N., Yan, Z., & King, R. (2023). Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement. European Journal of Psychology of Education, 38, 607–630. https://doi.org/10.1007/s10212-022-00620-1

Yan, Z., Wang, X., Boud, D., & Lao, H. (2023). The effect of self-assessment on academic performance and the role of the explicitness: A meta-analysis. Assessment & Evaluation in Higher Education, 48(1), 1-15. https://doi.org/10.1080/02602938.2021.2012644

Wan, Z. H., Lee, J. C-K., Yan, Z., & Ko, P. Y. (2023). Self-regulatory school climate, group regulation and individual regulatory ability: towards a model integrating three domains of self-regulated learning. Educational Studies, 49(5), 783-798. https://doi.org/10.1080/03055698.2021.1894093

Yan, Z., Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review, 37, 100484. https://doi.org/10.1016/j.edurev.2022.100484

Yu, D., Chen, J., Li, X., & Yan, Z. (2022). Trajectory of teacher well-being research between 1973 and 2021: Review evidence from 49 years in Asia. International Journal of Environmental Research and Public Health, 19(19), 12342. https://doi.org/10.3390/ijerph191912342

Yan, Z., & Pastore, S. (2022). Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale. Studies in Educational Evaluation, 74, 101183. https://doi.org/10.1016/j.stueduc.2022.101183

Gan, Z., Yan, Z., &An, Z. (2022). Development and validation of an EFL Speaking Self-Efficacy Scale in the self-regulated learning context. Journal of Asia TEFL, 19(1), 35-49. https://doi.org/10.18823/asiatefl.2022.19.1.3.35

Wang, X., Yan, Z., Huang, Y., Tang, A., & Chen, J. (2022). Re-developing the Adversity Response Profile for Chinese university students. International Journal of Environmental Research and Public Health, 19(11), 6389. https://doi.org/10.3390/ijerph19116389

Yan, Z., Lee, C. K. J., Hui, K. F. S., & Lao, H. L. (2022). Enhancing students’ self-efficacy in creativity and learning performance in the context of English learning: The use of self-assessment mind-maps. Frontiers in Psychology, 13, 871781. https://doi.org/10.3389/fpsyg.2022.871781

Yan, Z., Chiu, M. M., & Cheng, E. C. K. (2022). Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education, 114, 103718. https://doi.org/10.1016/j.tate.2022.103718

Mendoza, N., Cheng, E. C. K., & Yan, Z. (2022). Assessing teachers' collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model. Studies in Educational Evaluation, 73, 101139. https://doi.org/10.1016/j.stueduc.2022.101139

Yan, Z., & Pastore, S. (2022). Assessing teachers’ strategies in formative assessment: The Teacher Formative Assessment Practice Scale. Journal of Psychoeducational Assessment, 40(5), 592-604. https://doi.org/10.1177/07342829221075121

Papargyris, Y., & Yan, Z. (2022). Examiner quality and consistency across LanguageCert writing tests. International Journal of TESOL Studies, 4(1), 96-112. https://doi.org/10.46451/ijts.2022.01.13

Yan, Z., & Carless, D. (2022). Self-assessment is about more than self: The enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116-1128. https://doi.org/10.1080/02602938.2021.2001431

Wong, P. M. D., Kennedy, K. J., & Yan, Z. (2021). An educational intervention on Chinese business students’ orientation towards corporate social responsibility. Journal of Business Ethics Education, 18, 79-102. https://doi.org/10.5840/jbee2021185

Yan, Z., King, R. B., & Haw, J. Y. (2021). Formative assessment, growth mindset, and achievement: Examining their relations in the East and the West. Assessment in Education: Principles, Policy & Practice, 28(5-6), 676-702. https://doi.org/10.1080/0969594x.2021.1988510

Yang, L., Chiu, M. M., & Yan, Z. (2021). The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective. Educational Psychology, 41(7), 821-824. https://doi.org/10.1080/01443410.2021.1964855

Yan, Z., Xiao, Y., Sin, K-F., Yang, L., & Guo, W-Y. (2021). Formative assessment practices in special school classrooms with the support of e-books: A case study. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.674869

Yan Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228-260. https://doi.org/10.1080/0969594x.2021.1884042

Yan, Z., & Brown, G. T. L. (2021). Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing. Studies in Educational Evaluation, 68, 100985. https://doi.org/10.1016/j.stueduc.2021.100985

Yan, Z. (2021). Assessment-as-learning in classrooms: The challenges and professional development. Journal of Education for Teaching, 47(2), 293-295. https://doi.org/10.1080/02607476.2021.1885972

Mendoza, N. B., & Yan, Z. (2021). Validation of a subject-specific student Self-assessment Practices Scale among secondary school students in the Philippines. Journal of Psychoeducational Assessment, 39(4), 481-493. https://doi.org/10.1177/0734282921994374

Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 27(5), 562-583. https://doi.org/10.1080/0969594x.2020.1827221

Yan, Z., Brubacher, S., Boud, D., & Powell, M. (2020). Psychometric properties of the Self-assessment Practice Scale for professional training contexts: Evidence from confirmatory factor analysis and Rasch analysis. International Journal of Training and Development, 24(4), 357-373. https://doi.org/10.1111/ijtd.12201

Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238. https://doi.org/10.1080/02602938.2019.1629390

Yan, Z., Brown, G. T. L., Lee, C. K. J., & Qiu, X. L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532. https://doi.org/10.1080/01443410.2019.1672038

Yan, Z. (2020). Developing a short form of the Self-assessment Practices Scale: Psychometric Evidence. Frontiers in Education, 4, 153. https://doi.org/10.3389/feduc.2019.00153

Guo, W. Y., & Yan, Z. (2019). Formative and summative assessment in Hong Kong primary schools: Students’ attitudes matter. Assessment in Education: Principles, Policy & Practice, 26(6), 675-699. https://doi.org/10.1080/0969594x.2019.1571993

Wong, P. M. D., Kennedy, K. J., & Yan, Z. (2019). Validation of a translated measurement scale to assess Chinese business students’ orientation towards corporate social responsibility. Journal of Education for Business, 94(7), 446-456. https://doi.org/10.1080/08832323.2018.1554553

Yang, M., Yan, Z., & Conaim, D. (2018). A qualitative study of markers’ perceptions on onscreen marking in five subject areas. Educational Research and Evaluation. https://doi.org/10.1080/13803611.2018.1446836

Yan, Z. (2018). The Self-assessment Practice Scale (SaPS) for students: Development and psychometric studies. The Asia-Pacific Education Researcher, 27(2), 123-135. https://doi.org/10.1007/s40299-018-0371-8

Yan, Z. (2018). Student self-assessment practices: the role of gender, year level, and goal orientation. Assessment in Education: Principles, Policy & Practice, 25(2), 183-199. https://doi.org/10.1080/0969594x.2016.1218324

Yan, Z. (2018). How teachers’ beliefs and demographic variables impact on self-regulated learning instruction. Educational Studies, 44(5), 564-577. https://doi.org/10.1080/03055698.2017.1382331

Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262. https://doi.org/10.1080/02602938.2016.1260091

Davies, M. D., Elliott, S. N., Sin, K. F., Yan, Z., & Yel, N. (2017). Using adjustments to support the learning and assessment needs of students with disabilities: Macao and Mainland China teachers’ reports. International Journal of Disability, Development, & Education. https://doi.org/10.1080/1034912x.2017.1346238

Yan, Z. (2016). The self-assessment practices of Hong Kong secondary students: Findings with a new instrument. Journal of Applied Measurement, 17(3), 335-353.

Coniam, D., & Yan, Z. (2016). A comparative picture of the ease of use and acceptance of onscreen marking by markers across subject areas. British Journal of Educational Technology, 47(6), 1151-1167. https://doi.org/10.1111/bjet.12294

Siu, A. F. Y., Yan, Z., Ho, F. C. (2016). Attributional style, positive illusory bias, and self-concept of children with and without attention deficit hyperactivity disorder. Asian Journal of Inclusive Education, 4(1), 5-25. https://doi.org/10.59595/ajie.04.1.2

Sin, K. F., & Yan, Z. (2016). Delivering an in-service teacher training course for inclusion in Hong Kong: Evaluation and reflection. Education Research Frontier, 6(4), 108-117.

Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128-136. https://doi.org/10.1016/j.tate.2014.10.002

Yan, Z., & Sin, K. F. (2015). Exploring the intentions and practices of principals regarding inclusive education: An application of the Theory of Planned Behaviour. Cambridge Journal of Education, 45(2), 205-221. https://doi.org/10.1080/0305764x.2014.934203

Yan, Z., Lum, R. C. W., Lui, R. T. L., Chu, S. S. W., & Lui, A. M. (2015). Measuring teaching assistants’ efficacy using Rasch model. Journal of Applied Measurement, 16(1), 60-75.

Cooper, P., & Yan, Z. (2015). Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong. Educational Studies, 41(1-2), 156-170. https://doi.org/10.1080/03055698.2014.955739

Yan, Z., & Coniam, D. (2014). The effects of key demographic variables on markers’ perceived ease of use and acceptance of onscreen marking. Assessment in Education: Principles, Policy & Practice, 21(4), 464-480. https://doi.org/10.1080/0969594x.2014.953910

Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the Theory of Planned Behaviour. Educational Research and Evaluation, 20(2), 83-97. https://doi.org/10.1080/13803611.2013.877394

Yan, Z., & Sin, K. F. (2014). Inclusive education: Teachers’ intentions and behaviour analyzed from the viewpoint of the Theory of Planned Behaviour. International Journal of Inclusive Education, 18(1), 72-85. https://doi.org/10.1080/13603116.2012.757811

Ho, F. C., & Yan, Z. (2014). Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: a Rasch analysis. Educational Psychology, 34(3), 305-322. https://doi.org/10.1080/01443410.2013.785060

Sin, K. F., Lui, M., Yan, Z., Ho, F. C., Au, M. L., & Forlin, C. (2013). The implications of the “Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System”. Hong Kong Special Education Forum, 15, 106-110. (in Chinese).

Yan, Z., & Coniam, D. (2013). Assessing the ease of use in the environment and markers’ acceptance of onscreen marking: A Rasch measurement perspective. Educational Research and Evaluation, 19(5), 461-483. https://doi.org/10.1080/13803611.2013.793604

Yan, Z., & Mok, M. M. C. (2012). Validating the Coping Scale for Chinese Athletes using multidimensional Rasch analysis. Psychology of Sport and Exercise, 13, 271-279. https://doi.org/10.1016/j.psychsport.2011.11.013

Yan, Z. & Bond, T. G. (2011). Developing a Rasch measurement physical fitness scale for Hong Kong primary school-aged students. Measurement in Physical Education and Exercise Science, 15(3), 182-203. https://doi.org/10.1080/1091367x.2011.590772

Yan, Z. (2010). Objective measurement in psychological science: An overview of Rasch model. Advances in Psychological Science, 18(8), 1298-1305. (in Chinese).

Zhang, C., & Yan, Z. (2009). An action research‐based psychological intervention on swimming: On the issue of “frontrun and follow”. International Journal of Sport and Exercise Psychology, 7(4), 574-576. (in Chinese). https://doi.org/10.1080/1612197x.2009.9671926