Home Staff Directory LIU Woon Chia

LIU Woon Chia

Designation
Associate Professor

Department
Psychological Studies (PS)

Office Location
NIE2-03-81

Education

BSc (National University of Singapore)
DipEd (National University of Singapore) 
MEd (University of Nottingham)
PhD (University of Nottingham)

Email
woonchia.liu@nie.edu.sg

Office Telephone Number
67903202

Research Interests
Clinical Practice, e-Portfolio, Motivation, Teacher Education

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  • LIU Woon Chia is an Associate Professor with the Psychological Studies Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. She is a founding member of NIE’s Motivation in Educational Research Laboratory (MERL), and the Immediate Past Dean of Teacher Education. During her deanship, she led and developed the NTU-NIE Teaching Scholars Programme, reviewed and enhanced the Bachelor of Arts (Education)/Science (Education) and the Postgraduate Diploma in Education programmes, and conceptualised and launched the IoT@NIE Learning Lab in collaboration with Info-communications Media Development Authority (IMDA), Singapore. In addition, she was a key member of the steering committee and a co-chair of the working committee that shaped the Singapore Teaching Practice model that makes explicit how effective teaching and learning is achieved in Singapore schools.  

    She was previously the Associate Dean of Practicum and School Partnerships (2009 to 2014) and the Sub-Dean of Diploma Programmes (2008 to 2009). From 2008 to 2009, she served as a co-chair of the Theory-Practice Task Force in NIE’s Programme Review and Enhancement (PRE) initiative, which culminated in NIE’s Teacher Education Model for the 21st Century (TE21). Thereafter, she was a co-chair of the Theory-Practice Core Team for the TE21 implementation steering group. She led her team in conceptualising and implementing the enhanced practicum model, with its use of professional focused conversations to deepen inquiry and strengthen theory-practice nexus, and the use of purposeful mentoring to help pre-service teachers improve their teaching competencies whilst developing their sense of teacher personhood. Furthermore, she was instrumental in advocating and shaping the Professional Practice and Inquiry portfolio in all pre-service programmes that allows pre-service teachers to aggregate and integrate their learning.

    She is the Immediate Past President of the Educational Research Association of Singapore (ERAS), and represented Singapore in the World Education Research Association (WERA) Council. She was also the co-convener of the WERA-IRN (International Research Network) titled “Teacher education for the 21st century: Developing teachers who are thoughtful, reflective, and inquiring.”

    Her research interests include motivation, teacher education, innovative pedagogy, e-portfolio and clinical practice.

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  • Scholarly books

    Liu, W. C., Wang, C. K. J., & Ryan, R. M. (Eds). (2016). Building autonomous learners: Research and practical perspectives using self-determination theory. Singapore: Springer.

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

    Chapters in Scholarly Books

    Wang, C. K. J., Liu, W. C., & Ryan, R. M. (2016). Understanding motivation in education: Theoretical and practical considerations. In W. C. Liu, C. K. J. Wang, & R. M. Ryan (Eds.), Building autonomous learners: Research and practical perspectives using self-determination theory (pp. 1-7). Singapore: Springer.

    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). Lisbon: InScience Press.

    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). Singapore: Cengage Learning 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). Singapore: Cengage Learning 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). Singapore: Cengage Learning Asia.

    Liu, W. C., Tan, G. C. I, & Hairon, S. (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). Abingdon: Routledge.

    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). Singapore: Cengage Learning Asia.

    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, & D. F. C. Chan (Eds.), Motivation and practice for the classroom (pp. 255-269). Netherlands: Sense Publishers.

    Liu, W. C., Tan, O. S., Wang, C. K. J., Koh, C., & Ee, J. (2007). Motivation in the context of project work: The self-determination perspective. In D. M. McInerney, S. Van Etten, & M. Dowson (Eds.), Research on sociocultural influences on motivation and learning: Standards in education (Vol 7) (pp. 189-213). Greenwich, CT: Information Age Publishing.

    Journal Articles (Refereed)

    Ng, L. L. B., Liu, W. C. & Wang, C. K. J. (2015). Motivational-cognitive profiles of learners: Cluster movement. Personality and Individual Differences, 85, 128-133.

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

    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, 59-76.

    Liu, W. C., Wang, C. K. J., Koh, C., Chye, S., Chua, B. L., & Lim, B. S. C. (2012). Revised motivated strategies for learning questionnaire for secondary school students. International Journal of Research & Review, 8, 19-32.

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

    Wang, C. K. J., Liu, W. C., Chatzisarantis, N. L. D., & Lim, B. S. C. (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.

    Wang, C. K. J., Liu, W. C., Sun, Y., Lim, B. 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(3), 284-301.

    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.

    Koh, C., Wang, C. K. J., 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.

    Liu, W. C., Wang. C. K. J., Tan, O. S., Ee, J., & Koh, C. (2009). A self-determination approach to understanding students' motivation in project work. Learning and Individual Differences, 19, 139-145.

    Liu, W. C., Wang, C. K. J., Tan, O. S., Ee, J. & Koh, C. (2009). Understanding students' motivation in project work: A 2 x 2 achievement goal approach. British Journal of Educational Psychology, 79, 87-106.

    Wang, C. K. J., 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.

    Wang, C. K. J., Liu, W. C., & Khoo, A. (2009). The psychometric properties of disposition flow scale in internet gaming. Current Psychology, 28(3), 194-201.

    Wang, C. K. J., Liu, W. C., Lochbaum, M. R., & Stevenson, S. J. (2009). Sport ability beliefs, 2 x 2 achievement goals, and autonomy: The moderating role of perceived competence in the exercise domain. Research Quarterly for Exercise and Sport, 80, 303-312.

    Liu, W. C., & Wang, C. K. J. (2008). Home environment and classroom climate: An investigation of their relation to students' academic self-concept in a streamed setting. Current Psychology, 27, 242-256.

    Quek, C. L., Wong, A. F., 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 Environments Research, 10(3), 177-187.

    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.

    Wang, C. K. J., Chia, Y. 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(3), 227-249.

    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.

    Wong, A. F., Quek, C. L., Divaharan, S., Liu, W. C., Peer, J., & Williams, M. D. (2006). Singapore students’ and teachers’ perceptions of computer-supported project work classroom learning environments. Journal of Research on Technology in Education, 38(4), 449-479.

    Liu, W. C. & Wang, C. K. J. (2005). Academic self-concept: A cross-sectional study of age and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6(1), 20-27.

    Liu, W. C., Wang, C. K. J., & Parkins, E. (2005). A longitudinal study of students' academic self-concept in a streamed setting: The Singapore's context. British Journal of Education Psychology, 75(4), 567-586.

    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, 1245-1256.

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