Dr. KU, Y L Kelly






BA (Summa Cum Laude), Clark University 

PhD, University of Hong Kong 


Associate Professor, Department of Education Studies, Hong Kong Baptist University


Research Interests

Critical Thinking; Misinformation; News Literacy Education; Personal Epistemology; Positive Psychology



Creative and Critical Thinking; Introduction to Psychology; Positive Psychology; Psychology of Personality; Psychology of Gender; Psychology of Personal Growth; Educational Psychology; Research Methods



2019 – 2022. Quality Education Fund, Education Bureau. Promoting Smart and Positive News Engagement: News Literacy Education in the Digital Age. $3,278,000. As principal investigator, with Celine Song (Journalism, HKBU) and Masato Kajimoto (Journalism, HKU). 

2018 – 2020. General Research Fund, Research Grants Council. Ethnic Identity Development for Psychological Resilience in Yi Orphaned Adolescents: Peer Socialisation in Rural China School Settings. $491,987. As c0-investigator, with Angel Lai (Social Work, HKBU) as principal investigator. 

2018 – 2020. Teaching Development Grant (University Level), Hong Kong Education University. Cultivating Students’ Critical Thinking and Creativity through Classroom-based and Web-facilitated Inquiry. $984,440. As c0-investigator, with Lee, Chi Kin John and Wan Zhi Hong (C&I, EdUHK) as principal investigators. 

2018 – 2019. Greenpeace East Asia and World Wide Fund for Nature (HK). Solar Schools in Hong Kong – Potentials and Challenges. $135,000. As co-investigator, with Daphne Mah (Geography, HKBU) as principal investigator, Kevin Lo (Geopgraphy, HKBU), M. H. Chan (Physics, HKBU), and M. Leung (Energy and Environment, CityU).

2018 – 2019. Faculty Research Grant, Hong Kong Baptist University. Examining Factors Influencing University Students’ Multitasking with Mobile Phone During Class Time. $100,000. As co-investigator, with L. Deng (EDUC, HKBU) as principal investigator. 

2017 – 2020. General Research Fund, Research Grants Council. Effects of Mood on Critical Thinking. $642,839. As c0-investigator, with V. Lun (Psychology, HKLN) as principal investigator. 

2017 – 2018. Public Policy Research Fund, Central Policy Unit. Investigating Hong Kong Students’ Critical News Literacy in the Age of Social Media. $492,982. As principal investigator, with Celine Song (Journalism, HKBU), Kang Yi (GIS, HKBU), and Lisa Deng (EDUC, HKBU).

2017 – 2018. Faculty Research Grant, Hong Kong Baptist University. University Students’ Critical News Literacy: Perceived Cognitive Control and Awareness. $98,000. As principal investigator. 

2017 – 2018. Faculty Research Grant, Hong Kong Baptist University. Exploring the Roles of Digital Technologies for University Students. $99,000. As co-investigator, with L. Deng (EDUC, HKBU) as principal investigator and L. Lin (University of North Texas). 

2017 (withdrew). Quality Education Fund, Education Bureau. Promoting Critical Social-thinking Skills for Positive Interpersonal Well-being. $444,700. As principal investigator. 

2014 – 2015. Faculty Research Grant, Hong Kong Baptist University. Chinese Translation and Psychometric Testing of the Humor Styles Questionnaire Child Version. $100,000. As principal investigator. 

2013 – 2014. Teaching Development Grant, Hong Kong Baptist University. Cross-cultural Blended Teaching and Learning. $196, 000. As co-investigator, with L. Deng (EDUC, HKBU) as principal investigator, and N. Commander (Educational Psychology, Georgia State University).

2011 – 2012. Faculty Research Grant, Hong Kong Baptist University. The Role of Epistemic Goals in Personal Epistemology$100,000. As principal investigator. 

2011 – 2012. Faculty Start-up Fund, Hong Kong Baptist University. International Colloquium: Constructing Academic Achievement from Sociocultural Framework. $100,000. As co-chair, with S. Phillipson (Educational Psychology, Monash University)

2010 – 2013. General Research Fund, Research Grants Council. The Role of Epistemological Understanding in Developmental Changes, Prediction, and Enhancement of Argumentation Performance. $659,120 (amount held at HKBU: $505, 440). As co-investigator, with K. T. Hau (Educational Psychology, CUHK) as principal investigator. 



ORCiD: https://orcid.org/0000-0001-6592-1941

Cited by: 880 (Google Scholar Citations Index 2019)


Ku, K. Y. L., Kong, Q., Song Y., Deng, L., Kang, Y., & Hu, A. (2019). What predicts adolescents’ critical thinking about real-life news? The roles of social media news consumption and news media literacy. Thinking Skills and Creativity, 33. https://doi.org/10.1016/j.tsc.2019.05.004 

Deng, L., Ku, K. Y. L. & Kong, Q. (2019). Examining predictive factors and effects of in-class multitasking with mobile phones. Interactive Technology and Smart Education, 16(1), 49 – 58.

Deng, L., Ku, K. Y. L., Li, S., GU, X., Chen, Y. H., Commander, N. & Gallagher, P. (2018). Cross-cultural blended teaching and learning: Fostering critical thinking and collaborative learning. Studies on Teaching and Learning (Vol. 4).

Ku, K. Y. L., Lee, S. L. & Ellis, J. W. (2017). Using artwork as problem context in generic critical thinking instruction: A strategy for thoughts. Thinking Skills and Creativity, 25, 53-59. 

Commander, N., Ku, K. Y. L., Gallagher, P., Ashong, C., Deng, L., & Li, S. (2016). Cross-national online discussions with U. S. and Hong Kong education students. Journal of Technology and Teacher Education, 24(4), 383-413. (journal ranked 1st in Teacher Education and Technology H-Index)

Ku, K. Y. L., Ho, S. K., Chan, S. S., Chik, M. P. Y., & Chan, D. W. K. (2016). Chinese translation and psychometric testing of the Humor Styles Questionnaire Children Version (C-HSQC) among Hong Kong Chinese primary-school students.  European Journal of Humor Research, 4 (3), 61-75. 

Ku, K. Y. L. (2016). Measuring individual differences in epistemological beliefs (pp. 123 – 131). In Jhangiani, R., Legg, A., Fleck, B., Troisi, J., Stiegler-Balfour, J., & Hussey, H. (Ed.) A compendium of scales for use in the scholarship of teaching and learning. Washington, DCSociety for the Teaching of Psychology, American Psychological Association.

Ku, K. Y. L., Phillipson, S., & Phillipson, S. N., (2015). Education learning theory (pp. 238 – 245). In J. D. Wright. (Ed.) International encyclopedia of social and behavioral sciences (2nd edition, vol 7). Oxford, UK: Elsevier. (the volume received the PROSE award for Excellence in Reference Works and for Multivolume Reference – Humanities & Social Sciences)

Deng, L., Connelly, J., Lau, M., & Ku, K. Y. L. (2015). Exploring Hong Kong Youth’s engagement with digital technologies outside school. In W. W. K. Ma, A. H. K. Yuen, J. Park, W. W. F. Lau, & L. Deng (Eds.), New media, knowledge practices and multiliteracies. Hong Kong: Springer.

Ku, K. Y. L., Lai, C. M., & Hau, K. T. (2014). Epistemological beliefs and the effect of authority on argument-counterargument integration: An experiment. Thinking Skills and Creativity, 13, 67-79. 

Ku, K. Y. L., Ho, I. T., Hau, K. T., & Lai, C. M. (2014). Integrating direct and inquiry-based instruction in the teaching of critical thinking: An intervention study. Instructional Science, 42(2), 251-269. 

Ku, K. Y. L. (2013). Role of verbal reasoning in critical thinking. In Phillipson, S., Ku, K. Y. L., & Phillipson, S. N., (Ed.) Constructing achievement: A sociocultural perspective. Oxford, UK: Routledge.

Phillipson, S., Ku, K. Y. L., & Phillipson, S. N., (2013). Constructing achievement: A sociocultural perspective. Oxford, UK: Routledge. 

Chan, N. M., Ho, I. T., & Ku, K. Y. L. (2011). Epistemic beliefs and critical thinking of Chinese students. Learning and Individual Differences, 21, 67-77. 

Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5 (3), 251-267

Ku, K. Y. L., & Ho, I. T. (2010). Dispositional factors predicting Chinese students’ critical thinking performance. Personality and Individual Differences, 48, 54-58. 

Ku, K. Y. L., Ho, I. T., & Hau, K. T. (2010). Enhancing Chinese students’ critical thinking: A comparison of methods. Education Journal, 38, 61-70.

Ku, K. Y. L., Ho, I. T., & Hau, K. T. (2010). Teaching critical thinking through issue enquiry under the NSS curriculums. Hong Kong: Hong Kong Education Bureau.

Ku, K. Y. L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 70-76. 

Ku, K. Y. L., Ho, I. T., & Hau, K. T. (2009). Critical thinking teaching package for senior secondary school students. Hong Kong: Hong Kong Education Bureau.

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