Professor DATU, Jesus Alfonso D.

Teaching areas

BBED3002 Learner Support 1 - Catering for Diverse Learning Needs

MEDD6248 Theories and Practices of Counselling and Group Guidance

MEDD8008 Research Project

MEDD8009 Professional Portfolio

MEDD8888 Methods for Evaluation Research in Education

Research expertise

Positive psychology; Positive education; Inclusive education; Giftedness; STEM learning

• 2023: The World's Top 2% Scientists based on Scientific Impacts Across All Disciplines based on the Stanford University's citation database in 2022 (see Ioannidis, 2023)
• 2023: The Michael Harris Bond Award for Early Career Research Contributions by the Asian Association of Social Psychology (AASP) (awarded in the 15th Biennial AASP Conference in Hong Kong)
• 2022: The World's Top 2% Scientists based on Scientific Impacts Across All Disciplines based on the Stanford University's citation database in 2021 (see Ioannidis, 2022)
• 2022: Dennis McInerney SELF PhD Award by the GLOBAL SELF Organization

• 2022: APS Rising Star Award ("an award thar recognizes outstanding psychological scientists in the earliest stages of their career post-PhD whose innovative work has already advanced the field and signals great potential for their continued contributions") by the Association for Psychological Science

• 2021: The World's Top 2% Scientists based on Scientific Impacts Across All Disciplines based on the Stanford University's citation database in 2020 (see Baas et al., 2021)
• 2021: Finalist - Dean's Research Award, Faculty of Education and Human Development, Education University of Hong Kong
• 2021: Researcher of the Month by Tooled Up Education
• 2021: Inagural Outstanding Reviewer Award by School Psychology International
• 2021: COVID-19 Emerging Scholar and Diversity Award by the Association for Research in Personality
• 2020: The World's Top 2% Scientists based on Scientific Impacts Across All Disciplines based on the Stanford University's citation database in 2019 (see Ioannidis et al., 2020)
• 2020: President's Award for Outstanding Performance in Research - Early Career Research Excellence Award  by the Education University of Hong Kong
• 2017: Best Research Postgraduate Student Publication Award by the Faculty of Education at The University of Hong Kong
• 2016: Best Presenter Award in the 2016 Faculty of Education Postgraduate Research Conference at The University of Hong Kong
• 2015: Lee Shau Kee University Postgraduate Fellowship by The University of Hong Kong
• 2015: Postgraduate Scholarship by The University of Hong Kong
• 2014: Top 7 in the Guidance and Counseling Licensure Exam awarded by the Professional Regulation Commission
• 2014: Outstanding Master's Thesis Award by the College of Education at De La Salle University

Journal Articles

1. Datu, J. A. D., & Chan, R.C. H. (accepted). Can kindness thwart stigma towards people with special educational needs? Cross-sectional and longitudinal evidence in the Philippine context. Focus on Autism and Other Developmental Disabilities. 
2. Lee, A. S. Y., Datu, J. A. D.,* Chung, K. K. H., Fung, W. K., & Cheung, R. Y. M. (2024).Can a multicomponent positive psychological intervention promote well-being in parents of young children? A randomized controlled trial study in Hong Kong. Family Process. Advance online publication.https://doi.org/10.1111/famp.12979
3. Datu, J. A. D., Chiu, M. M., Mateo, N. J., & Yang, L. (2024). Persisting in tough times: Links of grit to subsequent achievement goal orientation, and academic engagement in science. International Journal of STEM Education, 11(2).https://doi.org/10.1186/s40594-024-00462-x
4. Datu, J. A. D., & Tang, R.  (2024). The rewards of spreading positivity: Positivity Resonance relates to greater relatedness and flourishing in Filipino early adults. Personality and Individual Differences, 217. Advance online publication. https://doi.org/10.1016/j.paid.2023.112460
5. Datu, J. A. D., & Park, N. (2023). Does school kindness lead to greater school engagement? Cross-sectional and longitudinal evidence in the Philippine context. Journal of Positive Psychology.Advance online publication. https://doi.org/10.1080/17439760.2023.2297200 
6. Li, J. B., Deng, J., Xu, Y., Sun, J., Chen, J., Datu, J. A. D., Zhang, R., & Qiu, S. (in press). Which well-being elements are fundamental for early childhood educators in the Chinese context? A network analysis. Applied Research in Quality of Life, 17, 1663–1680.https://doi.org/10.1007/s11482-021-09981-z 
7. Buenconsejo, J. U., Datu, J. A. D.,* & Valdez, J. P. M. (in press). Gratitude, academic self-efficacy, and well-being outcomes among Filipino undergraduate students. The Counseling Psychologist * = Corresponding author
8. Wong, Z. Y., Liem, G. A. D., Chan, M., & Datu, J. A. D. (2023). Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000833 
9. Pang, F., & Datu, J. A. D.* (2023). Measuring positive parenting experiences among parents of children with autism: Validation of the Kansas Positive Contribution Subscales in Chinese parents. International Journal of Developmental Disabilities, 69(3), 452–456.https://doi.org/10.1080/20473869.2023.2193485 * = Corresponding author
10. Swami, V., Tran, U. S., Stieger, S., Aavik, T., Abdollahpour Ranjbar, H., Adebayo, S. O., Afhami, R., Ahmed, O., Aime, A., Akel, M., Al Habusi, H., Alexias, G., Ali, K. F., Alp-Dal, N., Alsalhani, A. B., Alvares Solas, S., Amaral, A. C. S., Andrianto, S., Apsden, T., Argyrides, M., Aruta, J., Atkin, S., Ayandele, O., Baceviciene, M., Bahbouh, R., Ballesio, A., Barron, D., Bellard, A., Bender, S. S., Beydaǧ, K. D., Birovljević, G., Blackburn, M., Borja-Alvarez, T., Borowiec, J., Bozog.ňov., M., Bratland-Sanda, S., Browning, M., Brytek-Matera, A., Burakova, M., Cakır-Kocak, Camacho, P., Camilleri, V., Cazzato, V., Cerea, S., Chaiwutikornwanich, A., Chaleeraktrakoon, T., Chambers, T., Chen, Q., Chen, X., Chien, C., Chobthamkit, P., Choompunuch, B., Compte, E., Corrigan, J., Cosmas, G., Cowden, R., Czepczor-Bernat, K., Czub, M., da Silva, W., Dadfar, M., Dalley, S., Dany, L., Datu, J. A. D., de Carvalho, P., de Holanda Coelho, G., De Jesus, A., Debbabi, S., Dhakal, S., Di Bernardo, F., Dimitrova, D., Dion, J., Dixson, B., Donofrio, S., Drysch, M., Du, H., Dzhambov, A., El-Jor, C., Enea, V., Eskin, M., Farbod, F., Farrugia, L., Fian, L., Fisher, M., Folwarczny, M., Frederick, D., Fuller-Tyszkiewicz, M., Furnham, A., Garcia, A., Geller, S., Ghisi, M., Ghorbani, A., Gomez Martinez, M., Gradidge, S., Graf, S., Grano, C., Gyene, G., Hallit, S., Hamdan, M., Handelzalts, J., Hanel, P., Hawks, S., Hekmati, I., Helmy, M., Hill, T., Hina, F., Holenweger, G., HřebIčkova., M., Ijabadeniyi, O., Imam, A., İnce, B., Irrazabal, N., Jankauskiene, R., Jiang, D., Jimenez-Borja, M., Johnson, E., Jovanović, V., Jović, M., Jović, M., Junqueira, A., Kahle, L., Kantanista, A., Karakiraz, A., Karkin, A., Kasten, E., Khatib, S., Khieowan, N., Kimong, P., Kiropoulos, L., Knittel, J., Kohli, N., Koprivnik, M., KrZielińska, M…. & Voracek, M. (in press). Body appreciation around the world: Measurement invariance of the body appreciation scale-2 (BAS-2) across 65 nations, 40 languages, gender identities, and age. Body Image.
11. Buenconsejo, J. U., & Datu, J. A. D.* (2023). Mere religiosity is not enough! Spirituality strengthens the relations between religiosity and positive youth development. Journal of Research on Adolescence, 33, 1304–1319. https://doi.org/10.1111/jora.12878* = Corresponding author
12. Datu, J. A. D., Fong, R. W. T., Buenconsejo, J. U., & Shek, C. Y. S. (2023). Psychometric validity of the triarchic model of grit scale among high school students in Hong Kong. Psychology in the Schools, 60, 5115–5123.https://doi.org/10.1002/pits.23022 
13. Brzóska, P., Żemojtel-Piotrowska, M., Piotrowski, J., Nowak, B., Jonason, P., Sedikides, C., Adamovic, M., Atitsogbe, K. A., Ahmed, O., Azam, U., Bălțătescu, S., Bochaver, K., Bolatov, A., Bonato, M., Counted, V., Chaleeraktrakoon, T., Ramos-Diaz, J., Dragova-Koleva, S., Eldesoki, W. L., Esteves, C. S., Gouveia, V. V., de Leon, P. P., Iliško, D., Datu, J. A. D., Jia, F., Jovanović, V., Jukić, T., Khachatryan, K., Kovacs, M., Lifshin, U., Fernandez, A. L., Liik, K., Malik, S., Moon, C., Muelhbacher, S., Najafi, R., Oruç, E., Park, J., Šolcová, I. P., Ardi, R., Ridic, O., Ridic, G., Said, Y. I., Starc, A., Stefenel, D., Trà, K. T. T., Tiliouine, H., Tomšik, R., Torres-Marin, J., Umeh, C. S., Wills-Herrera, E., Wlodarczyk, A., Vally, Z., & Yahiiaiev, I. (2023). Testing the underlying structure of unfounded beliefs about COVID-19 around the world. Thinking & Reasoning. Advance online publication. https://doi.org/10.1080/13546783.2023.2259539 
14. Datu, J. A. D., & Fung, E. (2024). Interpersonal strengths, basic psychological needs satisfaction at school, and well-being outcomes among high-ability adolescents in Hong Kong during the COVID-19 pandemic. Journal of Early Adolescence, 44(1), 119–134.https://doi.org/10.1177/02724316231156831 
15. Datu, J. A. D., Lee, A. S. Y., & Chung, K. K. H. (2023). Leveraging technology for pre-service teachers’ well-being: The effectiveness of a multi-component positive psychology intervention in pre-service preschool teachers in Hong Kong. Applied Psychology: Health and Well-Being, 15, 1446–1471. http://doi.org/10.1111/aphw.12446 
16. Pang, F., Datu, J. A. D.*, & Lu, M.(2023). The mental health rewards of interpersonal strengths: Kindness and social intelligence are linked to lower internalizing and externalizing problems in Chinese children with autism spectrum disorders. International Journal of Developmental Disabilities. Advance online publication.https://doi.org/10.1080/20473869.2023.2193485* = Corresponding author
17. Buenconsejo, J. U., Fincham, F., & Datu, J. A. D.* (2023). The perks of being grateful to partners: Expressing gratitude in relationships predicts relational self-efficacy and life satisfaction during the COVID-19 pandemic. Applied Psychology: Health and Well-Being, 15, 1472–1489.https://doi.org/10.1111/aphw.12447 * = Corresponding author
18. Datu, J. A. D. (2023). Knowledge with kindness is power! Knowledge about autism and kindness relate to better attitude towards persons with autism spectrum disorder. International Journal of Developmental Disabilities, 69(3), 452–456.https://doi.org/10.1080/20473869.2023.2193485 
19. Yang, L., Zi Y., Zhang, D., Boud, D., & Datu, J. A. D. (2023). Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices. Assessment in Education: Policy & Practice, 30(2) 104–129. https://doi.org/10.1080/0969594X.2023.2191161 
20. Lee, A. S. Y., Datu, J. A. D.,* Chan, D. K. C., Lau, E. Y. H., Fung, W. K., Cheng, R. W. Y., Cheung, R. Y. M., Chung, K. K. H. (2023).The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: A randomized control trial.The Educational Psychology: An International Journal of Experimental Educational Psychology, 43, (2-3), 228–245.https://doi.org/10.1080/0969594X.2023.2191161 * = Corresponding author
21. Zhang, R., Wang, L. X., Datu, J. A. D., Liang, Y., Dou, K., Nie, Y. G., & Li, J. B. (2023). High qualities of relationships with parents and teachers contribute to the development of adolescent life satisfaction through resilience: A three-wave prospective longitudinal study. Journal of Happiness Studies, 24, 1339–1365.https://doi.org/10.1007/s10902-023-00647-1 
22. Ho, C. Y. H., Poon, K.-T. I., Chan, K. S. K., Cheung, S. K. S., Datu, J. A. D., & Tse, C. Y. A. (2023). Promoting pre-service teachers’ psychological competence for online learning and teaching: The T.E.A.C.H. programme. Computers & Education. Advance online publication.https://doi.org/10.1016/j.compedu.2023.104725 
23. Datu, J. A. D., Buenconsejo, J. U., Choy Y. L. E., Sou, K. L. E., & Shek, C. Y. S. (2023). Grit, academic engagement in math and science, and well-being outcomes in children during the COVID-19 pandemic: A study in Hong Kong and Macau. School Psychology International. https://doi.org/10.1177/01430343221147273 
24. Bembenutty, H., Liem, G. A. D., Allen, K. A., King, R. B., Martin, A. J., Marsh, H. W., Craven, R. G., Kaplan, A., Schunk, D. H., DiBenedetto, M. K., & Datu, J. A. D. (2023). Remembering Dennis M. McInerney. Educational Psychology Review. Advance online publication. https://doi.org/10.1007/s10648-023-09743-3 
25. Datu, J. A. D., Lee, A. S. Y., Fung, W. K., Cheung, R. Y. M., & Chung, K. K. H. (2022). Prospering in the midst of COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers. Journal of School Psychology, 94, 66–82. https://doi.org/10.1016/j.jsp.2022.08.003 
26. Lin, X., & Datu, J. A. D.* (2022). Perception of kindness at university relates to emotion regulation and well-being outcomes among Chinese early childhood pre-service teachers during the COVID-19 pandemic. Journal of Education for Teaching.https://doi.org10.1080/02607476.2022.2152654 * = Corresponding author
27. Datu, J. A. D., Yang, W., & Lau K. W. (2022).Does mindfulness matter for cognitive reappraisal and academic engagement? A cross-lagged panel model study in Filipino high school students. Journal of Early Adolescence. Advance online publication. https://doi.org/10.1177/02724316221137951
28. Buenconsejo, J. U., & Datu, J. A. D. (2023). Towards an integrative paradigm of positive youth development: Implications for research, practice, and policy. Human Development, 66(6), 381–396.https://doi.org/10.1159/000527122 

29. Valdez, J. P. M., & Datu, J. A. D. (2023). Does Facebook intensity matter for academic self-efficacy? A path analytic approach. Research and Practice in Technology Enhanced Learning, 18, 026. https://doi.org/10.58459/rptel.2023.18026 

30. Lee, A. S. Y., Fung, W. K., Datu, J. A. D., & Chung, K. K. H. (2022). Subjective and psychological well-being profiles among pre-service teachers in Hong Kong: Associations with teachers’ self-efficacy during the COVID-19 pandemic. Psychological Reports. Advance online publication. https://doi.org/10.1177/00332941221127631 

31. Buenconsejo, J. U., Pianpiano, O., & Datu, J. A. D.* (2023). Psychometric properties of the School Kindness Scale in Hong Kong, mainland China, and the Philippines. Psychology in the Schools, 60(3), 780–792. https://doi.org.10.1002/pits.22793 * = Corresponding authorThis article was featured as an online news article in Psychology Today, which can be retrieved at: https://www.psychologytoday.com/ca/blog/canines-kids-and-kindness/202210/perceptions-school-kindness-are-linked-academic-engagement

32. Lee, L. M.,^^* & Datu, J. A. D.* (2022). Exploring the associations of parenting styles and perceived filial piety with grit among selected Hong Kong undergraduate students.Asia Pacific Journal of Counselling and Psychotherapy, 13(2), 134–144.https://doi.org/10.1080/21507686.2022.2099437* = Corresponding author

33. Tang, H., Liu, Z., Wong, Y. J., Wang, S.-Y., Datu, J. A. D., Zhang, Z., & Xing, Q. (2023). The psychometric properties of the Chinese version of the Encouragement Character Strength Scale in selected undergraduate students and teachers.Journal of Personality Assessment, 105(3), 314–328. https://doi.org/10.1080/00223891.2022.2090368 

34. Datu, J. A. D., Buenconsejo, J. U.,^ Valdez, J. P. M., & Tang, R. (2023). Gratitude and kindness at work as predictors of employees’ mental health outcomes during the COVID-19 pandemic . Psychology, Health, & Medicine, 28(6), 1399–1410. https://doi.org/10.1080/13548506.2022.2079690

35. Buenconsejo, J. U., Datu, J. A. D.,* Chiu, M. M., & Chan, R. C. C. H. (2022). Psychometric validity and measurement invariance of positive youth development in the Philippines during the COVID-19 pandemic. Applied Developmental Science. Advance online publication. https://doi.org/10.1080/10888691.2022.2078719 * = Corresponding author

36. Datu, J. A. D., Fincham, F. D., & Buenconsejo, J. U.^ (2022). Psychometric validity and measurement invariance of the Caring for Bliss Scale in the Philippines and the United States. Journal of American College Health. Advance online publication. http://doi.org/10.1080/07448481.2022.2076562 

37. Datu, J. A. D., & Fincham, F. D. (2022). Gratitude, relatedness needs satisfaction, and negative psychological outcomes during the COVID-19 pandemic: A short-term longitudinal study. Journal of Clinical Psychology, 78, 2525–2537. http://doi.org/10.1002/jclp.23364 

38. Tang, H., Datu, J. A. D., Liu, Z., Shen J, & Qiang, X. (2022). The engaged lives of encouraged students: Academic encouragement, grit, and academic engagement in Chinese first-year undergraduate students. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-022-03057-3

39. Datu, J. A. D., Yuen, M., Fung, E., Zhang, J., Chan, S., & Wu, F. (2022). The satisfied lives of gifted and gritty adolescents: Linking grit to career self-efficacy and life satisfaction. Journal of Early Adolescence, 42(8), 1052–1072.https://doi.org/10.1177/02724316221096082 

40. Cheung, H. Y. C.^^, & Datu, J. A. D. (2022). What personal, social, and contextual factors promote happiness among children and adolescents with Autism Spectrum Disorder? A review with implications for researchers and practitioners. Journal of Happiness and Health, 2(1), 31–51. ^^ = undergraduate research student

41. Datu, J. A. D., Rosopa, P., & Fynes, J. (2022). How does core self-evaluations relate to psychological well-being in the Philippines and United States? The moderating role of relational mobility. Current Psychology. Advance online publication. http://doi.org.10.1007/s12144-021-02620-8 

42. Datu, J. A. D., Mateo, N. J., & Natale, S. (2022). The mental health benefits of kindness-oriented schools: School kindness is associated with increased belongingness and well-being in Filipino high school students. Child Psychiatry & Human Development. Advance online publication. https://doi.org/10.1007/s10578-021-01299-z 

43. Datu, J. A. D., Valdez, J. P. M., McInerney, D. M., & Cayubit, R. F. (2022). The effects of gratitude and kindness on life satisfaction, positive emotions, negative emotions, and COVID-19 anxiety: An online pilot experimental study. Applied Psychology: Health and Well-Being, 14, 347–361. http://doi.org/10.1111/aphw.12306

44. Datu, J. A. D., & Lin, X.* (2022). The mental health benefits of kind university climate: Perception of kindness at university relates to longitudinal increases in well-being. Applied Research in Quality of Life, 17, 1663–1680.https://doi.org/10.1007/s11482-021-09981-z  * = Corresponding author

45. Buenconsejo, J. U.,^ & Datu, J. A. D. (2022). Positive youth development: A brief review of literature with implications for school-based psychological interventions. Journal of Psychologists and Counsellors in Schools, 32(2), 275–282. https://doi.org/10.1017/jgc.2021.25 

46. Datu, J. A. D., & Buenconsejo, J. U.ˆ (2021). The ecological benefits of staying gritty: Grit dimensions are associated with pro-environmental passion, awareness, and behaviors. Australian Journal of Psychology, 73(4), 416–425. https://doi.org/10.1080/00049530.2021.1967100 

47. Valdez, J. P. M.,* Datu, J. A. D.^, & Chu, S. K. W. (2022). Gratitude intervention optimizes effective learning outcomes in Filipino high school students: A mixed-methods study.Computers & Education. https://doi.org/10.1016/j.compedu.2021.104268  * = First author; ^ = Corresponding author; This article was featured as an online news article in Psychology Today, which can be retrieved at: https://www.psychologytoday.com/us/blog/comfort-gratitude/202109/how-gratitude-can-help-teens-stay-motivated

48. Datu, J. A. D., & Fincham, F. (2022).The interpersonal and mental health payoffs of staying gritty during COVID-19 pandemic: A cross-cultural study in the Philippines and the United States.  Journal of Social and Personal Relationships, 39(3), 459–480. https://doi.org/10.1177/02654075211029380 

49. Datu, J. A. D., Bernardo, A. B. I., & Valdez, J. P. M. (2021). The emotional rewards of valuing happiness: A longitudinal study among Filipino adolescents. Child Indicators Research, 14, 1769–1779. https://doi.org/10.1007/s12187-021-09820-5

50. Datu, J. A. D., Yang, L., & Mateo, N. J. (2021). Are gritty students academically engaged in Math and Science? School Psychology, 36(3), 190–195.https://doi.org/10.1037/spq0000433 

51. Datu, J. A. D.**/* , Valdez, J. P. M.**, & Yang, W.** (2022).The academically engaged life of mastery-oriented students: Causal ordering among positive emotions, mastery-approach goals, and academic engagement. Revista de Psicodidáctica, 27(1), 1–8.https://doi.org/10.1016/j.psicod.2021.02.001** = Equal first authorship;  * = Corresponding author

52. Datu, J. A. D., & Yuen, M. (2022). Factorial validity of Meaning in Life Questionnaire in Hong Kong secondary school students: A construct validation approach. Counselling Psychology Quarterly, 35(2), 467–480. https://doi.org/10.1080/09515070.2021.1875989 

53. Datu, J. A. D., Tang, R. L., & Wu, X. (2023). Humanity-oriented character strengths as differential predictors of stigma towards people with special educational needs. International Journal of Disability, Development and Education, 70(4) 444–456.  https://doi.org/10.1080/1034912X.2021.1885014 

54. Yuen, M., Yau, J., Datu, J. A. D., Wong, S.-W., Lau, P. S. Y., Gysbers, C. N., & Chan, R. T. H. (2021). Examining the influence of meaning in life and social connectedness on adolescents’ career self-efficacy. Journal of Individual Psychology, 77(3), 335–361. https://doi.org/10.1353/jip.2021.0024  

55. Datu, J. A. D. (2021). Beyond passion and perseverance: Review and future research initiatives on the science of grit. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.545526 

56. Datu, J. A. D., & Mateo, N. J. (2020). Character strengths, academic self-efficacy, and well-being outcomes among Filipino high school students: A longitudinal study. Children and Youth Services Review. Advance online publication. https://doi.org/10.1016/j.childyouth.2020.105649 

57. Datu, J. A. D., Wong, G. S. P., & Rubie-Davies, C. (2021). Can kindness promote media literacy skills, self-esteem, and social self-efficacy among selected female secondary school students? An intervention study. Computers & Education. Advance online publication. https://doi.org/10.1016/j.compedu.2020.104062 Note: This article was featured by the Tooled Up Resources (a UK-based website that showcases evidence-based resources on all aspects of parenting, education and family life) by Dr. Kathy Weston in March 2021 [https://www.tooledupeducation.com]  

58. Buenconsejo, J. U.,**ˆ & Datu, J. A. D.**^ (2020). Growth and fixed mindsets about talent matter for career development self-efficacy. Children and Youth Services Review. Advance online publication. https://doi.org/10.1016/j.childyouth.2020.105470 ** = Equal first authorship; ^ = Corresponding author

59. Richardson, C., & Datu, J. A. D. (2020). Measurement invariance of the Almost Perfect Scale-Revised in the Philippines and the United States. Asia Pacific Journal of Counselling and Psychotherapy, 11, 220–228. https://doi.org/10.1080/21507686.2020.1808027

60. Datu, J. A. D., & Yuen, M. (2020). Students’ connectedness is linked to higher gratitude and self-efficacy outcomes. Children and Youth Services Review. Advance online publication. https://doi.org/10.1016/j.childyouth.2020.105210 

61. Datu, J. A. D., & Zhang, J. (2021). Validating the Chinese version of Triarchic Model of Grit Scale in technical-vocational college students. Journal of Psychoeducational Assessment, 39(3), 381–387. https://doi.org/10.1177/0734282920974813 

62. Yuen, M.,** ^ & Datu, J. A. D.**(2021). Meaning in life, academic self-efficacy, and personal self-efficacy: A winning combination. School Psychology International, 42(1), 79–99. https://doi.org/10.1177/0143034320973370 ** = Equal first authorship; ^ = Corresponding author

63. Datu, J. A. D., McInerney, D. M., Żemojtel-Piotrowska, M., Hitokoto, H., & Datu, N. (2021). Is grittiness next to happiness? Examining the association of triarchic model of grit dimensions with well-being outcomes. Journal of Happiness Studies, 22, 981–1009. https://doi.org/10.1007/s10902-020-00260-6 

64. Datu, J. A. D.* & Yang, W. (2021). Academic buoyancy, motivation, and achievement among Filipino secondary school students. Current Psychology, 40, 3958–3965. https://doi.org/10.1007/s12144-019-00358-y 

65. Datu, J. A. D., & Buenconsejo, J. U.ˆ- (2021). Academic engagement and achievement predict career adaptability. Career Development Quarterly, 69, 34–48.https://doi.org/10.1002/cdq.12247 

66. Datu, J. A. D., & Restubog, S. L. D. (2020). The emotional pay-off of staying gritty: Linking grit with social-emotional learning and affective well-being. British Journal of Guidance and Counselling, 48, 697–708. https://doi.org/10.1080/03069885.2020.1758922 

67. Lo, C. T.,^^ & Datu, J. A. D. (2020). Triarchic model of grit dimensions as differential predictors of optimal career outcomes among high school students. Career Development Quarterly, 68, 348–360. https://doi.org/10.1002/cdq.12241* = Corresponding author

68.  Datu, J. A. D., & Bernardo, A. B. I. (2020). The blessings of social-oriented virtues: Interpersonal character strengths are linked to increased life satisfaction and academic success among Filipino high school students. Social Psychological and Personality Science, 11(7), 983–990.https://doi.org/10.1177/1948550620906294 

69. King, R. B., Pitliya, R. J., & Datu, J. A. D. (2020). Psychological capital drives optimal engagement via positive emotions: Evidence across different ages, contexts, cultures, and methods. Asian Journal of Social Psychology, 23, 457–468. https://doi.org/10.1111/ajsp.12421SSCI [Top Cited Article in 2020-2021 by Asian Journal of Social Psychology]

70. Datu, J. A. D.,Labarda, C., & Salanga, M. G. (2020). Flourishing is associated with achievement goal orientations and academic delay of gratification in a collectivist context.Journal of Happiness Studies, 21(4), 1171–1182. https://doi.org/10.1007/s10902-019-00122-w 

71. Datu, J. A. D., & Park, N. (2019). Perceived school kindness and academic engagement: The mediational roles of achievement goal orientations. School Psychology International, 40, 456–473. https://doi.org/10.1177/0143034319854474 

72. Datu, J. A. D., & Valdez, J. P. M. (2019). Psychological capital is associated with higher levels of life satisfaction and school belongingness. School Psychology International, 40, 331–346. https://doi.org/10.1177/0143034319838011 

73. Datu, J. A. D., King, R. B., Valdez, J. P. M., & Eala, M. S. (2019). Grit is associated with lower depression via meaning in life among Filipino high school students. Youth & Society, 51, 865–876. https://doi.org/10.1177/0044118X18760402 

74. Yang, W., Datu, J. A. D., Lin, X., Lau, M., & Li, H. (2019). Can early childhood curriculum enhance social-emotional competence in young children placed at-risk? A meta-analysis of the educational effects. Early Education and Development, 30, 36–59. https://doi.org/10.1080/10409289.2018.1539557 

75. Datu, J. A. D.,**^ & Fong, R. W.** (2018). Examining the association of grit with test emotions among Hong Kong Chinese primary school students. School Psychology International, 39, 510–525. https://doi.org/10.1177%2F0143034318793468 ^ = Corresponding author

76. Datu, J. A. D.**/*, Yang, W.,** Valdez, J. P. M.,** & Chu, S. K. W. (2018). Is Facebook associated with academic engagement among Filipino university students? A cross-sectional study. Computers & Education, 125, 246–253. https://doi.org/10.1016/j.compedu.2018.06.010 ** = Equal first authorship; * corresponding author

77. King, R. B., & Datu, J. A. D. (2018). Grateful students are motivated, engaged, and successful in school: Cross-sectional, longitudinal, and experimental evidence. Journal of School Psychology, 70, 105–122. https://doi.org/10.1016/j.jsp.2018.08.001 

78. Datu, J. A. D., & Salanga, M. G. (2018). Cultural self-views influence meaning making: Self-construal as differential predictors of meaning in life among Filipino university students. Universitas Psychologica. 17, 1–9. https://doi.org/10.11144/Javeriana.upsy17-5.csvi 

79. Datu, J. A. D. & King, R. B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology, 69, 100–110. https://doi.org/10.1016/j.jsp.2018.05.007 

80. Datu, J. A. D., & Lizada, G. S. N. (2018). Interdependent happiness predicts behavioral and emotional engagement among Filipino university students. Philippine Journal of Psychology, 51, 63–80.

81. Datu, J. A. D., Bernardo, A. B. I., & King, R. B. (2018). Positive psychology research in the Philippines: An introduction. Philippine Journal of Psychology, 51, 21–32.

82. Datu, J. A. D. & Yuen, M. (2018). Predictors and consequences of academic buoyancy: A review of literature with implications for educational psychological research and practice. Contemporary School Psychology, 22, 207–212. https://doi.org/10.1007/s40688-018-0185-y

83. Datu, J. A. D.(2018). Everyday discrimination, negative emotions, and academic achievement in Filipino secondary school students: Cross-sectional and cross-lagged panel investigations. Journal of School Psychology, 68, 195–205. SSCI  https://doi.org/10.1016/j.jsp.2018.04.001 

84. Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2018). Exploring the association between peace of mind and academic engagement: Cross-sectional and cross-lagged panel studies in the Philippine context. Journal of Happiness Studies, 19, 1903–1916. https://doi.org/10.1007/s10902-017-9902-xSSCI 

85. Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. Journal of Positive Psychology, 13, 260–270.  https://doi.org/10.1080/17439760.2016.1257056 

86. Datu, J. A. D., Yuen, M., & Chen, G. (2018). The triarchic model of grit is linked to academic success and well-being among Filipino high school students. School Psychology Quarterly, 33, 428–438. https://doi.org/10.1037/spq0000234 

87. Datu, J. A. D., Valdez, J. P. M., Cabrera, I. K., & Salanga, M. G. (2017). Subjective happiness optimizes positive educational outcomes. Spanish Journal of Psychology. Advance online publication. https://doi.org/10.1017/sjp.2017.55 

88. Datu, J. A. D. (2018). Flourishing is associated with higher academic achievement and engagement in Filipino undergraduate and high school students. Journal of Happiness Studies, 19, 27–39. https://doi.org/10.1007/s10902-016-9805-2 

89. Datu, J. A. D. & Yang, W. (2018). Psychometric validity and gender invariance of the academic buoyancy scale in the Philippines: A construct validation approach. Journal of Psychoeducational Assessment, 36(3), 278–283.https://doi.org/10.1177/0734282916674423 

90. Datu, J. A. D., Yuen, M., & Chen, G. (2018). Exploring determination for long-term goals in a collectivist context: A qualitative study. Current Psychology, 37, 263–271.https://doi.org/10.1007/s12144-016-9509-0 

91. King, R. B., & Datu, J. A. D. (2017). Happy classes make happy students: The social contagion of well-being in the classroom. Journal of School Psychology, 65, 116–128. https://doi.org/10.1016/j.jsp.2017.07.004 

92. Datu, J. A. D., Yuen, M., & Chen, G. (2017).Development and validation of the triarchic model of grit scale (TMGS): Evidence from Filipino undergraduate students. Personality and Individual Differences, 114, 198–205.https://doi.org/10.1016/j.paid.2017.04.012 

93. Datu, J. A. D. (2017). Sense of relatedness is linked to higher grit in a collectivist setting. Personality and Individual Differences, 105, 135–138. https://doi.org/10.1016/j.paid.2016.09.039 

94. King, R. B., & Datu, J. A. D. (2017). Materialism does not pay; Materialistic students have lower motivation, engagement, and achievement. Contemporary Educational Psychology, 49, 289–301. https://doi.org/10.1016/j.cedpsych.2017.03.003 

95. Datu, J. A. D.,King, R. B., & Valdez, J. P. M. (2017). The academic rewards of socially-oriented happiness: Interdependent happiness promotes engagement. Journal of School Psychology, 61, 19–31. https://doi.org/10.1016/j.jsp.2016.12.0040022-4405 

96. Valdez, J. P. M., Yang, W., & Datu, J. A. D. (2017). Validation of the gratitude questionnaire in Filipino secondary school students. Spanish Journal of Psychology. Advance online publication.https://doi.org/10.1017/sjp.2017.51 

97. Datu, J. A. D. (2017). Peace of mind, academic motivation, and academic achievement in Filipino high school students. Spanish Journal of Psychology, 20. Advance online publication. https://doi.org/10.1017/sjp.2017.19 

98. Datu, J. A. D., Yuen, M., & Chen, G. (2017). Grit and determination: A review of literature with implications for theory and research. Journal of Psychologists and Counsellors in Schools (formerly known as Australian Journal of Guidance and Counselling), 27, 168–176. https://doi.org/10.1017/jgc.2016.2 

99. Datu, J. A. D. & Mateo, N. J. (2017). Work-related flow dimensions differentially predict anxiety, life satisfaction, and work longevity among Filipino counselors. Current Psychology, 36, 203–208.https://doi.org/10.1007/s12144-015-9401-3 

100. Datu, J. A. D., & Reyes, J. A. S. (2017). Why power decreases happiness in a collectivist context? A qualitative study. Current Psychology, 36, 14–21. https://doi.org/10.1007/s12144-015-9380-4 

101. Datu, J. A. D. & Mateo, N. J. (2017). How to combat the negative impact of discrimination in a collectivist context? The safeguarding function of peer-oriented hope. Psychology, Health, & Medicine, 22(3), 345–351. https://doi.org/10.1080/13548506.2016.1164875 

102. Ganotice, F. A., Datu, J. A. D.,* & King, R. B. (2016). Which emotional profiles exhibit the best learning outcomes? A person-centered analysis of students' academic emotions. School Psychology International, 37, 498–518. https://doi.org/10.1177/0143034316660147* = Corresponding author

103. Datu, J. A. D., & King, R. B. (2016). Prioritizing positivity optimizes positive emotions, and life satisfaction: A three-wave longitudinal study. Personality and Individual Differences, 96, 111–114. https://doi.org/10.1016/j.paid.2016.02.069 

104. Datu, J. A. D., King, R. B., & Valdez, J. P. M.(2016). The benefits of socially-oriented happiness: Validation of the Interdependent Happiness Scale in the Philippines. Child Indicators Research, 9, 631–649. https://doi.org/10.1007/s12187-015-9333-3 

105. Datu, J. A. D. & Valdez, J. P. M. (2016). Psychological capital predicts academic engagement and well-being in Filipino high school students. The Asia-Pacific Education Researcher, 25, 399–405. https://doi.org/10.1007/s40299-015-0254-1 

106. Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2016). Perseverance counts but consistency does not! Validating the Short-Grit Scale in a collectivist setting. Current Psychology, 35, 121–130. https://doi.org/10.1007/s12144-015-9374-2 

107. Datu, J. A. D., & Mateo, N. J. (2016). Perceived autonomy support moderates the relations between counseling self-efficacy and flow among Filipino counselors. Current Psychology, 35, 69–76. https://doi.org/10.1007/s12144-015-9358-2 

108. Datu, J. A. D. (2016). The synergistic interplay between positive emotions and maximization enhances meaning in life: A study in a collectivist context. Current Psychology, 35, 459–466. https://doi.org/10.1007/s12144-015-9314-1 

109. Robertson, S. A., Datu, J. A. D., Brawley, A. M., Pury, C. L. S., & Mateo, N. J. (2016). The dark triad and social behavior: The influence of self-construal and power distance. Personality and Individual Differences, 98, 69–74. https://doi.org/10.1016/j.paid.2016.03.090 

110. Rosopa, P. J., Datu, J. A. D., Robertson, S. A., & Atkinson, T. P. (2016). Core self-evaluations and subjective well-being in the U.S. and the Philippines: The moderating role of self-construal. Scandinavian Journal of Psychology, 57, 50–56. https://doi.org/10.1111/sjop.12265 

111. Datu, J. A. D., & Mateo, N. J. (2015). Gratitude and life satisfaction among Filipino adolescents: The mediating role of meaning in life. International Journal for the Advancement of Counselling, 37(2), 198–206. https://doi.org/10.1007/s10447-015-9238-3 

112. Datu, J. A. D., & Reyes, J. A. S. (2015). The dark side of possessing power: Power reduces happiness in a collectivist context. Social Indicators Research, 124, 981–991. https://doi.org/10.1007/s11205-014-0813-5 

113. Datu, J. A. D. (2015). Validating the revised self-construal scale in the Philippines. Current Psychology, 34, 626–633. https://doi.org/10.1007/s12144-014-9275-9 

114. Datu, J. A. D. (2014). Forgiveness, gratitude, and subjective wellbeing among Filipino adolescents. International Journal for the Advancement of Counseling, 36, 262–273. https://doi.org/10.1007/s10447-013-9205-9

115. Datu, J. A. D. (2013). Assessing the pathway of Filipino counselor development model: A response to Mateo’s model. Journal of Asia Pacific Counseling, 3, 45–60. https://doi.org/10.18401/2013.3.1.4

116. Datu, J. A. D. (2013). Effects of a cognitive-behavioral intervention on career indecision. Philippine Journal of Counseling Psychology, 15, 71–84.

117. Datu, J. A. D. (2013). Can happiness boost self-worth?: Exploring the impact of subjective well-being on the global self-esteem. Journal of Asia Pacific Counseling, 3, 131–138. https://doi.org/10.18401/2013.3.2.2

Book Chapter Publications

1. Buenconsejo, J. U. & Datu, J. A. D. (in press). Advancing positive youth development in diverse cultural contexts: Implications for theory, research, and practice. In G. A. D. Liem & D. M. McInerney (Eds.), Flourishing in Contexts: Sociocultural Perspectives on Promoting Youth Well-Being. Information Age Publishing.

2. Valdez, J. P. M., & Datu, J. A. D.*(2021). How do grit and gratitude relate to flourishing? The mediating role of emotion regulation. In L. van Zyl, C. Olckers, & L. van Der Vaart (Eds.), Multidisciplinary Perspectives on Grit: Contemporary Theories, Assessments, Applications, and Critiques (1–16). Springer. * = Corresponding author

3. Begeny, J. C., van Schalkwyk, G. J., Kim, E. K., Datu, J. A. D., Hida, R., Wang, J., & Grazioso, M. D. P. (2021). Engaging internationally to produce scholarship in school and educational psychology: A critical perspective. In R. Floyd & T. Eckert (Eds), The Handbook of University and Professional Careers in School Psychology (pp. 212–228). New York. Taylor & Francis

4. King, R. B., Datu, J. A. D., & McInerney, D. M. (2018). Personal investment theory: A cross-cultural framework for the study of student motivation. In G.A.D. Liem & D.M. McInerney (Eds.), Big Theories Revisited 2: A Volume of Research on Sociocultural Influences on Motivation and Learning. (pp. 69–88). Charlotte, NC: Information Age Publishing.

5. Datu, J. A. D. & McInerney, D. M. (2017). Does culture matter for grit? Mapping cross-cultural directions in grit research programs. In F. Guay, H. W. Marsh, R.G. Craven, & D.M. McInerney (Eds.), Self – Driving positive psychology and well-being: International Advances in Self Research: Vol. 6 (pp. 113–133). Charlotte, NC: Information Age Publishing.

6. Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2016). The successful life of gritty students: Grit leads to optimal educational and well-being outcomes in a collectivist context. In R.B. King & A.B.I. Bernardo (Eds.). The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (pp. 503–516). Singapore: Springer Asia.

7. Datu, J. A. D., & Mateo, N. J. (2016). Psychometric properties of the daily spirituality experience scale-short form in the Philippines: Evidence from Filipino guidance counselors. Festschrift in Honor of Rose Marie Salazar Clemeña. Philippines: DLSU Publishing House.

8. Datu, J. A. D. (2014). Why Power does not Guarantee Happiness across Cultures. Online Readings in Psychology and Culture, 5(3). http://dx.doi.org/10.9707/2307-0919.1131

• Co-Editor, Journal of Happiness Studies [IF₂₀₂₂ = 4.6] 

• Section Editor: School and Educational Psychology, Positive Psychology,Current Psychology [IF₂₀₂₂ = 2.8]  
• Associate Editor , Personality and Individual Differences [IF₂₀₂₂ = 4.3] 
• Associate Editor, Applied Psychology: Health and Well-being [IF₂₀₂₂ = 6.9] 
• Senior Associate Editor, School Psychology International [IF₂₀₂₂ = 2.3] 

• Editorial Board Member, Asian Journal of Social Psychology [IF₂₀₂₂ = 2.4]

• Editorial Board Member, School Psychology, [IF₂₀₂₂ = 3.0] 

Doctoral Committee Memberships (as External Examiner)

PhD in Business at Gordon-Institute of Business Science at the University of Pretoria

PhD in Education at The University of Melbourne

PhD in Clinical Psychology at De La Salle University