The curriculum extends over a minimum of twenty-four months of full-time study or thirty-six months of part-time study. A student shall complete satisfactorily the required courses and a thesis as set out below. The courses cover theoretical and applied aspects of educational psychology. Students may apply for exemption from courses, approval of which is granted only on an individual basis by the Programme Director and Head of Department for submission to Higher Social Sciences Degree Committee and Faculty Board for approval.

Candidates admitted in or after 2022-2023 should attend all courses in List A and at least 1 course in List B:

List A
PSYC6021 – Supervised reading in specialty of educational psychology
PSYC6010 – Conceptual and methodological issues in psychological research I
PSYC6011 – Conceptual and methodological issues in psychological research II
PSYC6022 – Thesis
PSYC6023 – Practical training in specialty of educational psychology
PSYC6029  – Clinical seminars
GRSC6101 – Responsible conduct of research
GRSC6102 – Stream-based responsible conduct of research

List B
PSYC6024 – Research methods in applied educational psychology
PSYC8008 – Motivation and learning
PSYC6004 – Curriculum and instruction
PSYC8007 – Applied developmental psychology
PSYC6025 – Postgraduate seminar in scientific writing for psychology
PSYC7021 – Postgraduate seminar in cognitive psychology
PSYC7022 – Postgraduate seminar in social psychology
PSYC7023 – Postgraduate seminar in developmental psychology

Regulations and syllabus of the degree of Doctor of Psychology (PsyD), please click:
https://www.socsc.hku.hk/fw/wp-content/uploads/2024/08/PsyD_RS_2024-25.pdf

List A

PSYC6021 – Supervised reading in specialty of educational psychology
Candidates are required to attend, during the first year, weekly 2-hour research seminars or equivalent relevant to a chosen area of specialization in the field of Educational Psychology. Examples include special educational needs (e.g., autism spectrum disorder, dyslexia), cognitive development, achievement motivation, psychology of teaching and learning, and positive psychology. A literature review and conceptual analysis of the thesis area is due at the end of the first semester; a research proposal is due at the end of the second semester.
Assessment: 100% coursework

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PSYC6010 – Conceptual and Methodological Issues in Psychological Research I
First semester course, put on especially for 1st year postgraduate students, covering the basic research techniques used in psychological research. Topics include various data collection and data analysis techniques. Students in this course will learn how to design, conduct, analyze and report psychological research; and to evaluate other people’s research critically.
Assessment: 100% coursework

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PSYC6011 – Conceptual and Methodological Issues in Psychological Research II
Second semester problem-based (i.e., PBL) course put on jointly for 1st year research postgraduate students and advanced undergraduates. The course is a follow-up of PSYC6010. It adopts a problem-based approach to further students’ knowledge of the techniques used in psychological research. Students will be asked to solve various problems and complete different tasks related to psychological research. They will have a chance to develop their ability to work and learn independently. The problems and tasks will also require them to learn the more advanced research designs and data analysis techniques.
Prerequisite: PSYC6010
Assessment: 100% coursework

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PSYC6022 – Thesis
Candidates will complete a thesis that embodies a critical study within the field of educational psychology, including an empirical element, and represents an original contribution to knowledge deserving publication. Candidates may commence their work early in candidature concurrently with Supervised Reading Specialty of Educational Psychology (PSYC6021) Candidates will also participate in research seminars commencing after confirmation of candidature which will contribute to their research programmes and will serve as forums for presenting their work in progress on a regular basis.
Assessment: 100% coursework

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PSYC6023 – Practical Training in Specialty of Educational Psychology
Students should complete about 180 days of specialty training (e.g., special educational needs, cognitive development, achievement motivation, psychology of teaching and learning, and positive psychology) that includes research and psychoeducational work, the plan of which is agreed by the students and the respective supervisors, endorsed by the Practicum Coordinator. The work of students is under continuous assessment (e.g. submission of logbook, case reports/presentation, research reports) by supervisors of the practical training.
Assessment: 100% practicum

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PSYC6029 – Clinical seminars
This seminar course provides in-depth discussions of work of educational psychologists at all levels (individual, group and system), with a focus on contemporary issues on comprehensive service provision of educational psychologists, such as assessment and intervention for children with SEN, positive psychology, the role of educational psychologists in advocacy. Emphasis is placed on integration and extension of skill development in their work settings. Students will get the chance to learn advanced knowledge and skills in specialist areas of psychological practice through in depth group discussions or presentations. Experienced clinicians and scholars will be invited to share their expertise on specialized topics.
Assessment: 100% coursework

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GRSC6101 – Responsible Conduct of Research
The aim of this course is to reinforce the importance that the University places on the preservation of the values and principles of research integrity in all research conducted at the university. This module equips students with essential vocabulary, principles, and practices conducive to the promotion of responsible conduct of research in general and in their relevant disciplines. The students will also encounter terminology, texts, and tenets that relate to good conduct in the teaching and research professions. Students are required to complete the web‐based learning modules (Research Integrity run by Epigeum – Part of Oxford University Press). Students are expected to attend this module before taking the stream-based responsible conduct of research module.

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GRSC6102 – Stream-based Responsible Conduct of Research
The aim of this course is to provide opportunities for students to further examine and discuss responsible conduct of research in their own disciplines, thereby enabling them to apply the principles and practices as emphasised in GRSC6101 in their research fields. The sub-module on “Working with Human Participants” (Humanities) focus on understanding the importance of research ethics when working with human participants. The content covers: Why it is crucial to comply with Principles on Human Research Ethics? What are the underpinning Ethical Principles: the Belmont Principles? Who should apply for ethical review by the Human Research Ethics Committee? Basic Ethical Principles for Research Involving Human Participants; and What are the types of Review, Relevant Procedures and Possible Outcomes? Students’ completion of the module is assessed on a pass/fail basis by coursework assessment; there is no examination for this module. Students are expected to attend all classes, and attendance will be recorded by Attendance@HKU (or other means). On completion of the module, students are required to complete a reflective report of about 500 words.

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List B

PSYC6004 – Curriculum and instruction
This course helps students understand and enact the principles of curriculum design, teaching, and assessment of learning, as they apply to the contexts and issues educational psychologists are likely to meet. A systemic view of children’s learning problems will be emphasized. Curriculum and instructional issues for both mainstream and special schools in Hong Kong will be reviewed.
Assessment: 100% coursework

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PSYC6024 – Research Methods in Applied Educational Psychology
The increasing emphasis of evidence-based practice in educational psychology underscores the role of educational psychologists as both consumers as well as scientists in applied research. This course covers some of the latest research methodologies available to and used by educational psychologists and researchers in related fields. Major focus will be placed on program evaluation strategies that are commonly used in evaluation of school-based interventions and preventions. The course also covers study designs relevant to the work of educational psychologists, such as those used in applied developmental research, instructional and learning approach research, action research, and school-based assessment research. Design and analytical issues in relation to such research will be highlighted and discussed throughout the course.
Assessment: 100% coursework

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PSYC6025 – Postgraduate Seminar in Scientific Writing for Psychology
This seminar course addresses writing skills in relation Psychological research. Students will engage in a series of assignments designed to improve the fluency and quality of their writing. Particular efforts will be focused on improving the conceptual clarity of writing. Regular feedback will help students improve upon their writing skills.
Assessment: 100% coursework.

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PSYC7021 – Postgraduate Seminar in Cognitive Psychology
This seminar course will cover recent developments in the field of Cognitive Psychology, concentrating particularly on theoretical debates and empirical results that are likely to have considerable impact on the field. Theoretical and empirical articles will be read each week, and discussed in class. Discussions will be led by both the instructor and students in the class.
Assessment: 100% coursework

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PSYC7022 – Postgraduate Seminar in Social Psychology
This seminar course will cover recent developments in the field of Social Psychology, concentrating particularly on theoretical debates and empirical results that are likely to have considerable impact on the field. Theoretical and empirical articles will be read each week, and discussed in class. Discussions will be led by both the instructor and students in the class.
Assessment: 100% coursework

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PSYC7023 – Postgraduate Seminar in Developmental Psychology
This seminar course will cover recent developments in the field of Developmental Psychology, concentrating particularly on theoretical debates and empirical results that are likely to have considerable impact on the field. Theoretical and empirical articles will be read each week, and discussed in class. Discussions will be led by both the instructor and students in the class.
Assessment: 100% coursework

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PSYC8007 – Applied developmental psychology
This course focuses on an integrated study of human development across the life span with implications for educational psychology. It aims at familiarizing students with current state of knowledge and major theories of human development with particular emphasis on childhood and adolescence. The interrelationship among biological, cognitive, social, and educational factors that influence human development will be examined. In particular the influence of Chinese culture and context on development during the childhood and adolescence will be discussed.
Assessment: 100% coursework

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PSYC8008 – Motivation and learning
This course aims at familiarizing students with theories, research, and practices in the field of motivation and learning. It focuses on how educational psychologists can use existing knowledge in motivation and learning to enhance teachers’ instruction and students’ learning. Topics include theories of motivation and learning; their application in educational settings; effects of social cognitions on motivation; instructional environment that fosters motivation; and biological, cultural and contextual factors of learning.
Assessment: 100% coursework

Mr. Robin LEE (General Office)
Tel: (852) 3917 5866
Email: psyd@hku.hk

Prof. Terry Tin-yau WONG
Programme Director
E-mail:  terrytyw@hku.hk

For admission information, please go to this web page
Doctor of Psychology in Educational Psychology