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.

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

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.

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

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.

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.

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.

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.

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.

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.

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

Chua, B. L., Tan, O. S., & Liu, W. C. (2023). Digital portfolio 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.

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.

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.

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.

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.

Liu, W. C. (2 017). 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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. (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.

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. 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

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., & 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., 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., 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

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., & 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., 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., 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, 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., & 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., 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

Wang, J. C., Liu, W. C., Kee, Y. H., Ng, B., Chua, L., & Hu, L. (2023). Measuring educational leadership in Singapore: Re-examining the psychometric properties of the Multifactor Leadership Questionnaire. Frontiers in Psychology, 14, Article 1280038. https://doi.org/10.3389/fpsyg.2023.1280038

Wang, J. C. K., Hagger, M., & Liu, W. C. (2009). A cross-cultural validation of perceived locus of causality scale in physical education context. Research Quarterly for Exercise and Sport, 80(2), 313–325. https://doi.org/10.1080/02701367.2009.10599566

Wang, J. C. K., Liu, W. C., & Chye, S. Y. L. (2010). Achievement goals, implicit theories and behavioral regulation among polytechnic engineering students. International Journal of Research and Review, 5(2), 1–17.

Wang, J. C. K., Liu, W. C., Kee, Y. H., & Chian, L. K. (2019). Competence, autonomy, and relatedness in the classroom: Understanding students’ motivational processes using the self-determination theory. Heliyon, 5(7), Article e01983. https://doi.org/10.1016/j.heliyon.2019.e01983

Wang, J. C. K., Liu, W. C., Lochbaum, M. R., & Stevenson, S. J. (2009). Sport ability beliefs, 2 x 2 achievement goals, and intrinsic motivation. Research Quarterly for Exercise and Sport, 80(2), 303–312. https://doi.org/10.1080/02701367.2009.10599565

Wang, J. C. K., Liu, W. C., Sun, Y., & Chua, L. L. (2017). Psychometric properties of the 3 × 2 achievement goal questionnaire for sport. International Journal of Sport and Exercise Psychology, 15(5), 460–474. https://doi.org/10.1080/1612197X.2016.1142458

Wang, J. C. K., Neill, J. T., Liu, W. C., Tan, O. S., Koh, C., & Ee, J. (2008). Project work and life skills: Psychometric properties of the life effectiveness questionnaire for project work. Educational Research Journal, 23(2), 21–43.

Wang, J. C. K., Liu, W. C., Koh, C., Tan, O. S., & Ee, J. (2011). A motivational analysis of project work in Singapore using self-determination theory. The International Journal of Research and Review, 7(1), 45–66.

Wong, C. Y. E., & Liu, W. C. (2024). Development of teacher professional identity: Perspectives from self-determination theory. European Journal of Teacher Education. Advance online publication. https://doi.org/10.1080/02619768.2024.2371981

Wong, C. Y. E., & Liu, W. C. (2022). Evaluating the teacher professional identity of student teachers: Development and validation of the teacher professional identity scale. Journal of Education, 204(1), 131–144. https://doi.org/10.1177/00220574221101375

Chye, S., Zhou, M. M., Liu, W. C., Koh, C., & Chew, E. (2012). Eportfolios in initial teacher education in Singapore: Methodological issues arising from initial attempts to make meaning of artifacts. In Ravet, S. (Ed.), Proceedings of ePIC 2012, the 10th International ePortfolio and Identity Conference (pp. 54-57). ADPIOS.

Koh, C., Wang, C. K. J., Tan, O. S., Liu, W. C., & Ee, J. (2008). Student discourse and motivation in project work. In P. L. Jeffery (Ed.), Proceedings of the Australian Association for Research in Education (AARE) International Research Conference 2008: Changing Climates: Education for Sustainable Futures (pp. 1-9). Australian Association for Research in Education (AARE). https://www.aare.edu.au/data/publications/2008/koh08340.pdf

Koh, C., Tan, O. S., Wang, C. K. J., Ee, J., & Liu, W. C. (2007). Exploring the views of low ability students and those of their teachers on group project work at secondary school level in Singapore. In Proceedings of the Fifth Annual Hawaii International Conference on Education (pp. 3107-3109). Hawaii International Conference on Education (HICE).

Wang, C. K. J., & Liu, W. C. (2004, January). A longitudinal study of students' academic self-concept and their perceptions of home environment and classroom climate. In P. L. Jeffery (Ed.), Proceedings of the AARE Annual Conference. Australian Association for Research in Education (AARE). https://www.aare.edu.au/data/publications/2004/wan04360.pdf