Bibliographies of Speakers of NIE Professorships Summit 2025

Choo, S. S., Liu, W. C., & Chua, B. L. (Eds.). (2024). Developing future-ready learners for a global age: Pedagogical innovations in Singapore. Routledge.

Liu, W. C. (2022). Singapore's approach to developing teachers: Hindsight, insight and foresight. Routledge. https://doi.org/10.4324/9780429433641.

Liu, W. C., Koh, C., Choy, D., & Tay-Lim, J. (Eds.). (2018). Understanding teaching, learning and learners: A guide for Singapore teachers. Cengage Learning Asia.

Liu, W. C., Wang, J. C. K., & Ryan, R. M. (Eds.). (2016). Building autonomous learners: Perspectives from research and practice using self-determination theory. Springer.

Quek, C. L., Shanti Divaharan, Liu, W. C., Jarina Peer, Williams, M. D., Wong A. F. L., & Azilawati Jamaludin. (2006). Engaging in project work. McGraw-Hill Education (Asia).

Tan, O. S., & Liu, W. C. (Eds.). (2015). Teacher effectiveness: Capacity building in a complex learning era. Cengage Learning.

Tan, O. S., Liu, W. C., & Low, E. L. (Eds.). (2017). Teacher education in the 21st century: Singapore's evolution and innovation. Springer. https://doi.org/10.1007/978-981-10-3386-5

Choo, S. S., Liu, W. C., Chua, B. L., & Tan, W. L. Q. (2024). Introduction: Developing future-ready learners for a global age ' Overview of pedagogical innovations in Singapore. In Choo, S. S., Liu, W. C., & Chua, B. L. (Eds.), Developing future-ready learners for a global age: Pedagogical innovations in Singapore (pp. 1-7). Routledge.

Chua, B. L., Liu, W. C., & Tan, O. S. (2015). Pedagogical interfaces in a problem-based learning environment: Cognitive functioning at problem-based learning stages. In H. C. Yong,I. S. Caleon, & M. Kapur. (Eds.), Authentic problem solving and learning in the 21st Century.(pp. 115-131). Springer Science & Business Media. https://doi.org/10.1007/978-981-287-521-1_7

Chua, B. L., Tan, O. S., & Liu, W. C. (2023). Digital portfolios for PBL: Impact on preservice teachers' learning strategies. In Chye, S., & Chua, B. L (Eds.), Pedagogy and psychology in digital education (pp. 91-106). Springer. https://doi.org/10.1007/978-981-99-2107-2_5

Chua, B. L., Tan, O. S., & Liu, W. C. (2022). Problem-based learning and technology: Impact on preservice teachers' motivational orientations. In Ng, B. (Ed.), Graduate employability and workplace-based learning development (pp. 123-141). Springer. https://doi.org/10.1007/978-981-19-5622-5_8

Chua, B. L., Tan, O. S., & Liu, W. C. (2015). Using technology to scaffold problem-based learning in teacher education: Its tensions and implications for educational leaders. In C. Koh.(Ed.), Motivation, leadership and curriculum design - Engaging the net generation and 21stcentury learners (pp. 119-135). Springer. https://doi.org/10.1007/978-981-287-230-2_10

Chua, B. L., Lee, Y. J., & Liu, W. C. (2018). The teaching practicum in Singapore: Developing teacher identity and professional practices. In K. J. Kennedy & K. J. C. Lee (Eds.), Routledge international handbook of schools and schooling in Asia (pp. 912-921). Routledge. https://doi.org/10.4324/9781315694382-88

Kee, Y. H., Wang, C. K. J., Lim, B. S. C., & Liu, W. C. (2012). Secondary students' motivation and learning strategies profiles: The importance of an autonomy-supportive classroom structure. In J. N. Franco & A. E. Svensgaard (Eds.), Handbook on psychology of motivation: New research (pp. 271-282). Nova Publisher.

Koh, C., Liu, W. C., Chye, S., & Zhou, M. (2015). Exploring the views of pre-service teachers on the use of the e-portfolio as a learning platform. In M. Carmo (Ed.), Education applications & developments (pp. 186-194). inScience Press.  
https://press.insciencepress.org/index.php/press/catalog/view/10/20/244-1

Kong, L. C., Liu, W. C., & Kee, Y. H. (2024). Nurturing well-being using mindfulness practices: Through the lens of Martin Seligman's well-being theory. In Tan, O. S., Low, E. L., Caleon, I. S., & Ng, E. L. (Eds.), Enhancing holistic well-being of children and youth. Empowering teaching and learning through policies and practice: Singapore and international perspectives (Vol. 4, pp. 137-149). Springer. https://doi.org/10.1007/978-981-97-3515-0_10

Liu, W. C. (2017). The teaching profession and teacher education. In O. S. Tan, E. L. Low, & D. Hung (Eds.), Lee Kuan Yew's educational legacy (pp. 29-42). Springer Nature. https://doi.org/10.1007/978-981-10-3525-8_3

Liu, W. C. (2006). Learning through multiple intelligences. In A. C. Ong & G. D. Borich (Eds.), Teaching strategies that promote thinking: Models and curriculum approaches (pp. 199 - 218). McGraw-Hill.

Liu, W. C., & Chye, S. (2008). The importance of perceived needs satisfaction: A look at polytechnic students' motivation. In P. A. Towndrow, C. Koh, & H. S. Tan (Eds.), Motivation and practice for the classroom (pp. 255-269). Sense Publishers.

Liu, W. C., Koh, C., & Chua, B. L. (2017). Developing thinking teachers through learning portfolios. In Tan, O. S., Liu, W. C., & Low, E. L. (Eds.), Teacher education in the 21st century: Singapore's evolution and innovation (pp. 173-192). Springer. https://doi.org/10.1007/978-981-10-3386-5_10

Liu, W. C., Liau, A. K., & Tan, O. S. (2009). E-portfolio in PBL: Scaffolding thinking and learning in pre-service education. In O. S. Tan (Ed.), Problem-based learning and creativity (pp. 205-223). Cengage Learning Asia.

Liu, W. C., Lim , S. L., Sitoe, C. Y. S., & Chia, A. (2025). Practicum: A model of shared responsibility and co-learning in developing 21st century teachers. In Lee, S.-S., Chua, B. L., Chia, A., Ong, M., & Costes-Onishi, P. (Eds.), Teacher professional learning: The Singapore perspective (pp. 125-142). Springer Nature. https://doi.org/10.1007/978-981-96-4714-9_9

Liu, W. C., & Lim, Y. C. (2018). Understanding teaching, learning and learners: The Singapore teaching practice. In W. C. Liu, C. Koh, D. Choy, & J. Tay-Lim (Eds.), Understanding teaching, learning and learners: A guide for Singapore teachers (pp. 1-23). Cengage Learning Asia.

Liu, W. C., Tan, G. C. I., & Wong, A. F. L. (2017). Redesigning and reconceptualising of field experience for teacher accreditation. In O. S. Tan, W. C. Liu, & E. L. Low (Eds.), Teacher education in the 21st century: Singapore's evolution and innovation (pp. 193-215). Springer. https://doi.org/10.1007/978-981-10-3386-5_11

Liu, W. C., Tan, G. C. I, & Salleh, H. (2014). Developing teacher competency through practice in Singapore. In J. Calvo de Mora & K. R. J. Wood (Eds.), Practical knowledge in teacher education: Approaches to teacher internship programs (pp. 109-126). Routledge. 

Liu, W. C., & Tan, O. S. (2015). Teacher effectiveness: Beyond results and accountability. In O. S. Tan & W. C. Liu (Eds.), Teacher effectiveness: Capacity building in a complex learning era (pp. 335-345). Cengage Asia.Tan, O. S., & Liu, W. C. (2015). Re-envisioning teacher effectiveness. In O. S. Tan & W. C. Liu (Eds.), Teacher effectiveness: Capacity building in a complex learning era (pp. 3-15). Cengage Asia.

Liu, W. C., Wang, J. C. K., & Ryan, R. M. (2016). Understanding motivation in education: Theoretical and practical considerations. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 1-7). Springer. https://doi.org/10.1007/978-981-287-630-0_1

Png, L. H. J., & Liu, W. C. (2017). Mentoring and school partnerships. In O. S. Tan, W. C. Liu,& E. L. Low (Eds.), Teacher education in the 21st century: Singapore's evolution and innovation (pp. 217-232). Springer. https://doi.org/10.1007/978-981-10-3386-5_12

Reeve, J., Ikhlas Ahmad, Ahn, J. S., Bartholomew, K. J., Chiu, T. K., Dias, T. L., English, J., Gargurevich, R., Matos, L., Haerens, L., Jang, H., Kaplan, H., Liu, W. C., Wang, J. C. K., Tristán, J., López-Walle, J. M., Michou, A., Moss, J. D., Mynard, J., Olaussen, B. S., Rauhala, T., Veiga, F. H., & Vicentini, E. C. C. (2023). Teaching around the globe: A roundtable discussion of what teachers in different nations can learn from each other. In A. O'Donnell, N. C. Barnes, & J. Reeve (Eds.), The Oxford handbook of educational psychology. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199841332.013.31

Siacor, K. H., Ng, B., & Liu, W. C. (2023). Autonomy-supportive teaching on teacher social-emotional competencies. In Ng, B. (Ed.), Self-determination theory and socioemotional learning (pp. 249-265). Springer. https://doi.org/10.1007/978-981-99-7897-7_12

Tan, O. S., & Liu, W. C. (2017). Championing the teacher factor. In O. S. Tan, W. C. Liu, & E. L. Low (Eds.), Teacher education in the 21st century: Singapore's evolution and innovation (pp. 33-43). Springer. https://doi.org/10.1007/978-981-10-3386-5_3

Tan, O. S., & Liu, W. C. (2015). Developing effective teachers for the 21st century: A Singapore perspective. In O. S. Tan & W. C. Liu (Eds.), Teacher effectiveness: Capacity building in a complex learning era (pp. 139-157). Cengage Asia.

Tan, O. S., Liu, W. C., & Low, E. L. (2017). Riding towards the future. In O. S. Tan, W. C. Liu, &E. L. Low. (Eds.), Teacher education in the 21st century: Singapore's evolution and innovation (pp. 301-314). Springer. https://doi.org/10.1007/978-981-10-3386-5_17

Tan, O. S., Liu, W. C., & Low, E. L. (2017). Teacher education futures: Innovating policy, curriculum and practices. In O. S. Tan, W. C. Liu, & E. L. Low. (Eds.), Teacher education in the 21st century: Singapore's evolution and innovation (pp. 1-9). Springer. https://doi.org/10.1007/978-981-10-3386-5_1

Tan, O. S., Liu, W. C., & Low, E. L. (2012). Educational reforms and teacher education innovations in Singapore. In O. S. Tan (Ed.), Teacher education frontiers: International perspectives on policy and practice for building new teacher competencies (pp. 71-92). Cengage Learning Asia.

Wang, J., & Liu, W. C . (2009). Character development through physical education. In N. Aplin (Ed.), Perspectives on physical education and sports science in Singapore: An eye on the Youth Olympics 2010 (pp. 115-131). McGraw-Hill.

Wang, C. K. J., & Liu, W. C. (2008). Promoting intrinsic motivation in physical education: The role of beliefs, goals and self-determination. In P. A. Towndrow, C. Koh, & H. S. Tan (Eds.), Motivation and practice for the classroom (pp. 129-142). Sense Publishers.

Wang, J. C. K., Ng, B. L. L., Liu, W. C., & Ryan, R. M. (2016). Can being autonomy-supportive in teaching improve students' self-regulation and performance?. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 227-243). Springer. https://doi.org/10.1007/978-981-287-630-0_12

Wong, C. Y. E. & Liu, W. C. (2023). Developing SEL in student teachers: The role of mentors. In Ng, B. (Ed.), Self-determination theory and socioemotional learning (pp. 205-223). Springer. https://doi.org/10.1007/978-981-99-7897-7_10

Wong, I. Y. F., Ee, J.,Huan, V., Liu, W. C. & Lim, K. M. (2009). PBL for teacher trainees in psychology. In Ee, J. & Tan, O. S. (Eds.), PBL made simple: Lessons for the classroom (pp. 283-296). Cengage Learning.

Wu, H. L., Ng, B., & Liu, W. C. (2023). Perceived teacher's autonomy support and social-emotional outcomes in students: Mediating effect of need satisfaction. In Ng, B. (Ed.), Self-determination theory and socioemotional learning (pp. 61-84). Springer. https://doi.org/10.1007/978-981-99-7897-7_4

Chua, B. L., Liu, W. C., & Chia, S. S. Y. (2018). Teacher identity, Professional Practice, and Inquiry (PPI) in teacher education. Asia Pacific Journal of Education, 38(4), 550-564. http://doi.org/10.1080/02188791.2018.1536602

Chua, B. L., Tan, O. S., & Liu, W. C. (2014). Journey into the problem-solving process: Cognitive functions in a PBL environment. Innovations in Education and Teaching International, 53(2), 191–202. https://doi.org/10.1080/14703297.2014.961502

Chua, B. L., Tan, O. S., & Liu, W. C. (2016). Development and validation of the Problem-based Learning Process Inventory (PBLPI). Educational Research and Development,19(1), 20-40. https://files.eric.ed.gov/fulltext/EJ1211395.pdf 

Chye, S., Zhou, M., Koh, C., & Liu, W. C. (2021). Levels of reflection in student teacher digital portfolios: A matter of sociocultural context? Reflective Practice, 22(5), 577-599. https://doi.org/10.1080/14623943.2021.1937976

Chye, S., Zhou, M., Koh, C., & Liu, W. C. (2023). The economics of learning: Tradeoffs in student teachers' use of multipurpose digital portfolios. Technology, Pedagogy and Education, 32(2), 151–169. https://doi.org/10.1080/1475939x.2022.2156591

Chye, S., Zhou, M. M., Koh, C., & Liu, W. C. (2019). Using e-portfolios to facilitate reflection: Insights from an activity theoretical analysis. Teaching and Teacher Education, 85, 24-35. https://doi.org/10.1016/j.tate.2019.06.002

Chye, S. Y., Liau, A. K., & Liu, W. C. (2013). Student teachers’ motivation and perceptions of E-portfolio in the context of problem-based learning. The Asia-Pacific Education Researcher, 22(4), 367–375. https://doi.org/10.1007/s40299-012-0022-4

Ee, J., Wang, C. K., Koh, C., Tan, O. S., & Liu, W. C. (2009). Goal orientations and metacognitive skills of normal technical and normal academic students on project work. Asia Pacific Education Review, 10(3), 337–344. https://doi.org/10.1007/s12564-009-9033-0

Jang, L. Y., & Liu, W. C. (2012). 2 × 2 achievement goals and achievement emotions: A cluster analysis of students’ motivation. European Journal of Psychology of Education, 27(1), 59–76. https://doi.org/10.1007/s10212-011-0066-5

Koh, C., Liu, W. C., Chye, S., & Divaharan, S. (2013). Student teachers' views on national education: The need for greater alignment between policy and praxis. Asia Pacific Journal of Education, 33(4), 424–443. https://doi.org/10.1080/02188791.2013.810142

Koh, C., Tan, O. S., Wang, C. K., Ee, J., & Liu, W. C. (2007). Perceptions of low ability students on group project work and cooperative learning. Asia Pacific Education Review, 8(1), 89–99. https://doi.org/10.1007/bf03025835

Koh, C., Wang, C. K., Tan, O. S., Liu, W. C., & Ee, J. (2009). Bridging the gaps between students’ perceptions of group project work and their teachers’ expectations. The Journal of Educational Research, 102(5), 333–348. https://doi.org/10.3200/joer.102.5.333-348

Kong, L. C., & Liu, W. C. (2024). Motivating students using autonomy-supportive instructions: A pilot study. Asia Pacific Journal of Education. Advance online publication. https://doi.org/10.1080/02188791.2024.2390073

Kong, L. C., & Liu, W. C. (2020). Understanding motivational profiles of high-ability female students from a Singapore secondary school: A self-determination approach. The Asia-Pacific Education Researcher, 29(6), 529–539. https://doi.org/10.1007/s40299-020-00504-2

Liem, G. A. D., Wong, Z. Y., Chan, M., Liu, W. C., Nur Izzati Zainudin, Tan, S. H., Poon, K. K., Kang, T., & Ng, S. C. (2025). Perceived parental expectations and their role in academic and psychosocial functioning. International Journal of Behavioral Development. Advance online publication. https://doi.org/10.1177/01650254251321444

Liu, W. C. (2024). Preparing teachers for the changing future (2014-2018). Educational Research for Policy and Practice, 23(3), 381–394. https://doi.org/10.1007/s10671-023-09328-5

Liu, W. C. (2023). The teaching profession and teacher education in Singapore (1950 to present): From surviving to thriving. Revista Española de Educación Comparada, (44), 23–50. https://doi.org/10.5944/reec.44.2024.37808

Liu, W. C. (2021). Implicit theories of intelligence and achievement goals: A look at students’ intrinsic motivation and achievement in mathematics. Frontiers in Psychology, 12, Article 593715. https://doi.org/10.3389/fpsyg.2021.593715

Liu, W. C. (2021). Singapore’s approach to developing teachers: A foray into international teaching assistantship. Educational Research for Policy and Practice, 23(2), 175-200. https://doi.org/10.1007/s10671-021-09301-0

Liu, W. C., Kong, L. C., Wang, C. K. J., Kee, Y. H., Ng, B., Lam, K., & Reeve, J. (2025). A qualitative examination into the school-related factors affecting teachers’ motivating styles. Asia Pacific Education Review. Advance online publication. https://doi.org/10.1007/s12564-025-10047-0

Liu, W. C., Kong, L. C., Wang, C. K. J., Kee, Y. H., Ng, B., Lam, K., & Reeve, J. (2024). “Who just pushed my metaphoric button”? An examination of student-related factors influencing teachers’ motivating styles. The Asia-Pacific Education Researcher, 33(6), 1467–1480. https://doi.org/10.1007/s40299-024-00827-4

Liu, W. C., Kong, L. C., Wang, C. K., Kee, Y. H., Ng, B., Lam, K., & Reeve, J. (2023). A qualitative study into the personal factors influencing secondary school teachers’ motivating styles. Frontiers in Psychology, 14, Article 1127090. https://doi.org/10.3389/fpsyg.2023.1127090

Liu, W. C., & Sitoe, C. Y. (2020). Student teachers’ psychological needs, subjective experience and perceived competence in teaching during practicum. Asia Pacific Journal of Education, 40(2), 154–166. https://doi.org/10.1080/02188791.2019.1696746

Liu, W. C., & Wang, C. K. (2008). Home environment and classroom climate: An investigation of their relation to students’ academic self-concept in a streamed setting. Current Psychology, 27(4), 242–256. https://doi.org/10.1007/s12144-008-9037-7

Liu, W. C., Wang, J. C. K., Kang, H. J., & Kee, Y. H. (2020). A motivation profile analysis of Malay students in Singapore. Asia Pacific Journal of Education, 41(2), 299-311. https://doi.org/10.1080/02188791.2020.1770690 

Liu, W. C., Wang, C. K., Reeve, J., Kee, Y. H., & Chian, L. K. (2020). What determines teachers’ use of motivational strategies in the classrooms? A self-determination theory perspective. Journal of Education, 200(3), 185–195. https://doi.org/10.1177/0022057419881171

Liu, W. C., Wang, C. K., Tan, O. S., Ee, J., & Koh, C. (2009). Understanding students' motivation in project work: A 2×2 achievement goal approach. British Journal of Educational Psychology, 79(1), 87–106. https://doi.org/10.1348/000709908x313767

Liu, W. C., Wang, C. K. J., Tan, O. S., Koh, C., & Ee, J. (2009). A self-determination approach to understanding students’ motivation in project work. Learning and Individual Differences, 19(1), 139–145. https://doi.org/10.1016/j.lindif.2008.07.002

Liu, W. C., Wang, C. K. J., & Parkins, E. J. (2005). A longitudinal study of Students’ academic self‐concept in a streamed setting: The Singapore context. British Journal of Educational Psychology, 75(4), 567–586. https://doi.org/10.1348/000709905x42239

Liu, W. C., & Wang, C. K. (2005). Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6(1), 20–27. https://doi.org/10.1007/bf03024964

Liu, W. C., Wang, C. K., Kee, Y. H., Koh, C., Lim, B. S., & Chua, L. (2014). College students’ motivation and learning strategies profiles and academic achievement: A self-determination theory approach. Educational Psychology, 34(3), 338–353. https://doi.org/10.1080/01443410.2013.785067

Ng, B., Liu, W. C., & Wang, C. K. J. (2015). A preliminary examination of teachers’ and students’ perspectives on autonomy-supportive instructional behaviors. Qualitative Research in Education, 4(2), 192–221. https://doi.org/10.17583/qre.2015.1463

Ng, B., Liu, W. C., & Wang, J. C. (2015). Student motivation and learning in mathematics and science: A cluster analysis. International Journal of Science and Mathematics Education, 14(7), 1359–1376. https://doi.org/10.1007/s10763-015-9654-1

Ng, B., Wang, C. K. J., & Liu, W. C. (2015). Motivational–cognitive profiles of learners: Cluster movement. Personality and Individual Differences, 85, 128–133. https://doi.org/10.1016/j.paid.2015.04.047

Ng, B., Wang, C. K. J., & Liu, W. C. (2017). Self-regulated learning in Singaporean context: A congeneric approach of confirmatory factor analysis. International Journal of Research and Method in Education, 40(1), 91-107. https://doi.org/10.1080/1743727X.2015.1075125

Quek, C. L., Peer, J., Divaharan, S., Liu, W. C., Williams, M. D., Wong, F. L . A., & Jamaludin, A.(2005). Using computer mediated communication as a collaborative tool for facilitating student-centred learning in project-based classrooms. Educational Technology, 45(4), 48-51.

Quek, C. L., Wong, A. F. L., Divaharan, S., Liu, W. C., Peer, J., & Williams, M. D. (2007). Secondary school students' perceptions of teacher-student interaction and students' attitudes towards Project Work. Learning Environment Research - An International Journal, 10(3), 177-187. https://doi.org/10.1007/s10984-007-9030-3

Siacor, K. H., Ng, B., & Liu, W. C. (2024). Fostering student motivation and engagement through teacher autonomy support: A self-determination theory perspective. International Journal of Instruction, 17(2), 583-598.

Siacor, K. H., Ng, B., & Liu, W. C. (2023). Teachers’ perceptions of autonomy support. Journal of Research Initiatives, 8(2), Article 4.

Wang, C. K. J., Biddle, S. J. H., Liu, W. C., & Lim, B. S. C. (2012). A latent profile analysis of sedentary and physical activity patterns. Journal of Public Health, 20(4), 367-373. https://doi.org/10.1007/s10389-011-0464-9

Wang, C. K. J., Chia, Y. H. M., Quek, J. J., & Liu, W. C. (2006). Patterns of physical activity, sedentary behaviors and psychological determinants of physical activity among Singaporean school children. International Journal of Sport and Exercise Psychology, 4, 227-249. https://doi.org/10.1080/1612197X.2006.9671797

Wang, C. K. J., Khoo, A., Liu, W. C., & Divaharan, S. (2008). Passion and intrinsic motivation in digital gaming. CyberPsychology & Behavior, 11(1), 39–45. https://doi.org/10.1089/cpb.2007.0004

Wang, C. K. J., Koh, K. T., Biddle, S. J. H., Liu, W. C., & Chye, S. (2011). Physical activity patterns and psychological correlates of physical activity among Singaporean primary, secondary, and junior college students. Journal of Research, 6(2), 3-9. https://eric.ed.gov/?id=EJ954490

Wang, C. K. J., & Liu, W. C. (2007). Promoting enjoyment in girls' physical education: The impact of goals, beliefs, and self-determination. European Physical Education Review, 13, 145-164. https://doi.org/10.1177/1356336X07076875

Wang, C. K. J., & Liu, W. C. (2008). Teachers' motivation to teach national education in Singapore: A self-determination theory approach. Asia Pacific Journal of Education, 28(4), 395–410. https://doi.org/10.1080/02188790802469052

Wang, C. K. J., Liu, W. C., Biddle, S. J. H., & Spray, C. M. (2005). Cross-cultural validation of the Conceptions of the Nature of Athletic Ability Questionnaire Version 2. Personality and Individual Differences, 38(6), 1245–1256. https://doi.org/10.1016/j.paid.2004.08.007

Wang, J. C. K., Liu, W. C., Chatzisarantis, N. L. D., & Lim, C. B. S. (2010). Influence of perceived motivational climate on achievement goals in physical education: A structural equation mixture modeling analysis. Journal of Sport and Exercise Psychology, 32, 324-338. https://doi.org/10.1123/jsep.32.3.324

Wang, C. K. J., Liu, W. C., Chye, S., & Chatzisarantis, N. L. D. (2011). Understanding motivation in internet gaming among Singaporean youth: The role of passion. Computers in Human Behavior, 27(3), 1179–1184. https://doi.org/10.1016/j.chb.2010.12.012

Wang, C. K. J., Liu, W. C., & Kahlid, A. (2006). Effects of a five-day Outward Bound course on female students in Singapore. Australian Journal of Outdoor Education, 10(2), 20-28. https://doi.org/10.1007/BF03400836

Wang, C. K. J., Liu, W. C., & Khoo, A. (2009). The psychometric properties of dispositional flow scale-2 in internet gaming. Current Psychology, 28(3), 194–201. https://doi.org/10.1007/s12144-009-9058-x

Wang, C. K. J., Liu, W. C., Nogawa, H., & Sun, Y. (2015). The influence of Japanese sporting culture and motivation on sport participation and life aspirations. Asia Pacific Journal of Sport and Social Science, 4(2), 113-123. https://doi.org/10.1080/21640599.2015.1065567

Wang, C. K. J., Liu, W. C., Sun, Y, Lim, B. S. C., & Chatzisarantis, N. L. D. (2010). Chinese students' motivation in physical activity: Goal profile analysis using Nicholl's achievement goal theory. International Journal of Sport and Exercise Psychology, 8, 284-301. https://doi.org/10.1080/1612197X.2010.9671954

Wang, C. K. J., Pyun, D. Y., Liu, W. C., Lim, B. S. C., & Li, F. (2013). Longitudinal changes in physical fitness performance in youth: A multilevel latent growth curve modeling approach. European Physical Education Review, 19(3), 329–346. https://doi.org/10.1177/1356336X13495630

Wang, C. K., Liu, W. C., Nie, Y., Chye, Y. L., Lim, B. S., Liem, G. A., Tay, E. G., Hong, Y.-Y., & Chiu, C.-Y. (2017). Latent profile analysis of students’ motivation and outcomes in mathematics: An organismic integration theory perspective. Heliyon, 3(5), e00308. https://doi.org/10.1016/j.heliyon.2017.e00308

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