This study explored factors that influence academics to collaborate in research with their doctoral students. It focused on Hong Kong academics, using data from the Academic Profession in Knowledge Society survey conducted in 2017–2018. The study found that academics' research collaboration with doctoral students is influenced by several factors, including research and teaching styles and institutional conditions. Specifically, those academics whose research agendas were characterised by discovery and collaboration were more likely to report working with their doctoral students, whereas those whose research agendas focused more on convergence were less likely to do so. The more legislative the academics' teaching style was, the less they collaborated with their doctoral students. Independence in research and institutional expectations of external funding increased the propensity to collaborate with doctoral students. Academics in the humanities were found to collaborate less with their doctoral students than those in other disciplines. The study suggests that the scholarly preference and styles of the academics, as well as their disciplinary and institutional backgrounds, need to be considered to improve research collaboration between academics and their doctoral students. Copyright © 2021 Springer.

Much research has been conducted to investigate the impact of work environment on academics’ job satisfaction. However, little is known about what contributes to academics’ job dissatisfaction. Job satisfaction and job dissatisfaction are two distinct entities because a lack of job satisfaction cannot be simply equated with job dissatisfaction. This research investigated the mediating role of academic self-efficacy in the relationship between perceived work environment and job dissatisfaction. Participants were 547 academics from the 8 University Grants Committee-funded higher educational institutions in Hong Kong. Results show that academics’ perceptions of their work environment (including their perceptions of institutional expectations regarding research, university governance and management, and working conditions) statistically predicted job dissatisfaction both directly and indirectly through academic self-efficacy in research and teaching, irrespective of age, gender, academic rank, institutional ranking, and primary academic discipline. The findings enrich the literature concerning perceived work environment, academic self-efficacy, and job dissatisfaction. At the same time, they establish a meaningful link among the fields of psychology, higher education, and career development and have practical implications for academics and university senior managers and, most likely, for senior leaders in other occupations. Copyright ©American Psychological Association.

This research pioneered the investigation of the role of doctoral students' thinking styles in their program satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology, engineering, mathematics) students in Hong Kong. Results showed that students' thinking styles as measured by the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) statistically significantly predicted their program satisfaction and perceived intellectual competence as assessed by two of the scales in the newly constructed Graduate Student Survey (Shin et al., 2015)-beyond their gender, program year, and academic discipline. Findings have brought new insights into the assessment of doctoral students' program satisfaction and perceived intellectual competence. At the same time, findings have contributed to the literature on intellectual styles and that on doctoral education in STEM fields. Practical implications of the findings are proposed for STEM doctoral students in understanding their own ways of thinking and program experiences and outcomes, as well as for academics and senior managers in their efforts to enhance students' access to positive program experiences and outcomes.
[Copyright of Journal of educational psychology is the property of American Psychological Association.]

WHILE RESEARCH HAS INDICATED that kindergarten teachers across cultures have consistently faced high work stress that may influence their wellbeing, little research has examined the relationships among kindergarten teachers' wellbeing, perceived school culture, and personality types. In the research, 371 in-service kindergarten teachers completed the Myers-Briggs Type Indicator, the School Culture Survey, the Job Satisfaction Survey, the General Health Questionnaire-12, and the Rosenberg Self- Esteem Inventory. Results indicated that teachers who perceived their school culture more positively tended to show higher levels of job satisfaction and self-esteem, but less mental health complaints. In addition, teachers of the extraverted, feeling, and judging types tended to perceive their school culture more positively, have higher levels of job satisfaction and self-esteem than those teachers of the introverted, thinking, and perceiving types. Implications of the findings are discussed in relation to senior school managers and policy-makers in their effort to promote school development and teacher professional development.
[Copyright © Early Childhood Australia].

This research had two objectives. The first was to determine the reliability and validity of the multifaceted assessment of creativity (MAC) for evaluating Hong Kong university students' conceptions of creativity. The second was to establish if the theory–practice and gender gaps discovered among mainland Chinese university students would be replicated. The theoretical foundation for the MAC is the investment theory of creativity. Participants were 156 university students in Hong Kong. Results showed that Hong Kong university students' conceptions of creativity fit well with the six resources for creativity measured by the MAC: intelligence, knowledge, intellectual style, personality, motivation and environment. The present data not only confirmed the theory–practice and gender discrepancies previously found among mainland Chinese university students, but also revealed an additional gap –a theory–practice gap found only in participants' evaluation of female school students. Implications are discussed for research and for the psychology of teaching and learning.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2013.812615]

While an individual's personality is related to his or her well-being, little research has examined kindergarten teachers' personality. This research was the first to investigate Hong Kong kindergarten teachers' personality types using the Myers-Briggs Type Indicator (MBTI). Three hundred and seventy-one kindergarten teachers voluntarily responded to the MBTI. Findings showed that Hong Kong kindergarten teachers were predominantly of the sensing-feeling-judging personality types, characterised by being realistic, conventional, and considerate to others' feelings. In addition, principals and head teachers in kindergartens tended to be extroverted. Results also suggested a very low percentage of intuitive kindergarten teachers, indicating that teachers' personality types might be field-bound. Implications of these findings in relation to teacher education are discussed.
[Copyright of Australian Journal of Teacher Education is the property of School of Education, Edith Cowan University. Full article may be available at the publisher's website:
http://ro.ecu.edu.au/ajte/]

The relationship between thinking styles and personality types is investigated within the contexts of Sternberg's theory of mental self-government and Holland's theory of personality types. A total of 600 university students from Hong Kong responded to the Thinking Styles Inventory (TSI) and the Short-version Self-directed Search (SVSDS) that was specially designed for the present study. A major finding of this study is that thinking styles and personality types overlap to a degree. A secondary finding is that the SVSDS is sufficiently reliable and valid for assessing Holland's personality types. Implications of both findings are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/713663742]