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* 通訊作者
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| Jiang, W., & Yin, H.* (2025). Functioning, but not necessarily adaptive: Unravelling the adaptive and maladaptive teachers’ emotion regulation. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-025-00986-y |
| Yin, H.*, & Guo, Y. (2024). A person-centered analysis of Hong Kong kindergarten teachers’ emotion regulation: Profiles, characteristics, and relations. European Journal of Education, 59(3),12687. |
| Yin, H.*, Cheung, A., Tam, W. W. Y., & Lau, E. (2024). Facilitating Hong Kong kindergarten teachers’ perceptions of enactment of play-based learning for whole-child development: The potential of personal and organizational enablers. Early Education and Development, 35(8), 1773-1788. |
| Qin, H., Schoeps, K., & Yin, H.* (2024). Depicting the landscape of research on teacher emotion in early childhood education: A systematic review. European Journal of Education, 59(4), 12741. |
| 王文岚、蒋文艳、尹弘飚*（2024）。教师情绪调节研究：从个体取向到人际取向。华东师范大学学报（教育科学版），42（7），77-88。 |
| Yin, H.*, Tam, W. W. Y., & Lau, E. (2023). Happy teachers are efficacious and committed, but not vice versa: Unraveling the longitudinal relationships between Hong Kong kindergarten teachers’ psychological well-being, self-efficacy, and commitment. Teaching and Teacher Education, 123, 103997. |
| Yin, H.*, Tam, W. W. Y., Park, M., & Keung, C. P. C. (2023). Emotional labour matters for kindergarten teachers: An examination of the antecedents and consequences. The Asia-Pacific Education Researcher, 32(2), 239-249. |
| Jiang, W., Wang, W., & Yin, H.* (2023). ‘Being happy means doing it together’: Exploring the interpersonal emotion regulation of kindergarten principals. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432231206615 |
