Dr. KU, Y L Kelly

BA (summa cum laude), Clark University

PhD, University of Hong Kong 

Associate Professor, Department of Education Studies

Director (2021 – present), Faculty Research Postgraduate Studies, Faculty of Social Sciences

Director (2023 – present), PGDE Program, Department of Education Studies


(2017 – 2021) Director, Center for Child Development, Faculty of Social Sciences, Hong Kong Baptist University


Research Interests

Thinking and Reasoning in Digital Information Environment; Psychology of Misinformation & Fake news; Critical Thinking; Cognitive Bias; News Literacy Education; Positive Psychology


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

External Grants 

2023 – 2025. General Research Fund, Research Grants Council. Empowering University Students to Debunk Misinformation: Effectiveness of Fact-based VS Logic-based Correction Interventions on Corrective Actions and Misconception Reduction. $764,390. As principal investigator; with Celine Song (Journalism, HKBU).

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 co-investigator; with Angel Lai (Social Work, HKBU).

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 co-investigator; with Lee, Chi Kin John and Wan Zhi Hong (C&I, EdUHK) .

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).

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

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

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).

Internal Grants 

2022. International Activity Program, Hong Kong Baptist University. $80500. The 9th Global Social Sciences Graduate Students e-Conference. As principle investigator, with Gloria Gan Ling and Shengnan Jiang as co-principal investigators. 

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).

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) and L. Lin (University of North Texas).

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) 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)

Publications (Peer-reviewed journal articles, edited books and book chapters)

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

Cited by: 1859 (Google Scholar Citations Index 2023)

Lun, M.C. V., Yeung, J. C., & Ku, K. Y. L. (2023). Effects of mood on critical thinking. Thinking Skills and Creativity, Online Firsthttps://doi.org/10.1016/j.tsc.2023.101247. (Scopus top 10%; Q1) 

Deng, L., Liu, Y., Ku, K. Y. L., & Lin, L. (2021). In-class multitasking with smartphones and Laptops: Exploring student experiences and perceptions. College Teaching. DOI: 10.1080/87567555.2021.1973947. 

Ku, K. Y. L., Au, R. H. Y., Choy, A. E. O., Au, A. C. Y., & Tong, T. M. Y. (2021). The threats of optimism bias to thinking critically under COVID-19 (pp.137-154). In J. C. Sanders (Ed.). Perspectives on Critical Thinking. Hauppauge, N.Y.: Nova Science Publishers. (Scopus indexed)

Choy, A. E. O., Ku, K. Y. L., Au, A. C. Y., & Tong, T. M. Y. (2021). Critical thinking in the age of a COVID-19 and Infodemic-filled media (pp.115-136). In Perspectives on Critical Thinking. In J. C. Sanders (Ed.). Perspectives on Critical Thinking. Hauppauge, N.Y.: Nova Science Publishers. (Scopus indexed)

Ku, K. Y. L. Au, R. H. Y. (2021) Exploring university students’ perceived values of knowledge and critical thinking using triple-response mode assessment. Anatolian Journal of Education, 6(2), 1 – 12. 

Kong, Q., Ku, K. Y. L., Deng, L., & Au, A. C. Y. (2021). Motivation and perception of Hong Kong university students about social media news. Comunicar, 67, 35-45. (Scopus top 1%; Q1) 

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 (Scopus top 10%; Q1) 

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.  (Scopus Q1)

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. (Scopus top 10%; Q1) 

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. (Scopus Q2)

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 learningWashington, 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. (Scopus top 10%; Q1) 

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. (Scopus top 10%; Q1) 

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. (Scopus top 10%; Q1) 

Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267(Scopus top 10%; Q1) 

Ku, K. Y. L., & Ho, I. T. (2010). Dispositional factors predicting Chinese students’ critical thinking performance. Personality and Individual Differences, 48, 54-58. (Scopus Q1)

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. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 70-76. (Published as Keynote. Scopus top 10%; Q1)


Publications (Others)

Choy, A. Y. O, Ku, K. Y. L., Au, A. C. Y. & Au, R. H. Y. (2022). Teaching news literacy and critical thinking in the digital age. Center for Child Development, Hong Kong Baptist University.

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., Ho, I. T., & Hau, K. T. (2009). Critical thinking teaching package for senior secondary school students. Hong Kong: Hong Kong Education Bureau.789