Dr DATU, Jesus Alfonso D.

Teaching expertise

Guidance and counselling; Inclusive education; Positive psychology

Research expertise

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

• 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 in 2021
• 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 in 2020
• 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 in 2019
• 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
• 2011: Magna Cum Laude, BS in Psychology at Colegio de San Juan de Letran
• 2011: Best Thesis Award by the Psychology Area at Colegio de San Juan de Letran

1. Datu, J. A. D., Fong, R. W. T., Buenconsejo, J. U., & Shek, C. Y. S. (in press). Psychometric validity of the triarchic model of grit scale among high school students in Hong Kong. Psychology in the Schools. 

2. 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. (in press). Testing the underlying structure of unfounded beliefs about COVID-19 around the world. Thinking & Reasoning. 

3. 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.Advance online publication. http://doi.org/10.1111/aphw.12446 

4. Pang, F., Datu, J. A. D.*, & Lu, M.(in press). 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

5. 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. Advance online publication. https://doi.org/10.1111/aphw.12447 * = Corresponding author

6. 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

7. 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 

8. 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

9. 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 

10. Datu, J. A. D., & Fung, E. (in press). 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. 

11. 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 

12. 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 

13. 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 

14. 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 

15. 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

16. 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 

17. 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 SSCI 

18. 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 

19. 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 

20. 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 author

This 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

21. 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

^^ = former undergraduate Honours Project student; * = Corresponding author

22. 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 

23. 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 

24. 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

25. 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 

26. 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 

27. 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 

28. 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 

29. 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

30. 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 

31. 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 

32. 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 

33. 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

34. 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 

^ = PhD student

35. 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 

^ = PhD student

36. 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

37. 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 

38. 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

39. 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 

40. Datu, J. A. D.**/* , Valdez, J. P. M.**, & Yang, W.** (2021).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. Advance online publication.https://doi.org/10.1016/j.psicod.2021.02.001 ** = Equal first authorship;  * = Corresponding author

41. 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 

42. 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 

43. 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   

44. 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 

45. 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 

46. 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]  

47. 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.2020.105470SSCI ** = Equal first authorship; ^ = Corresponding author

ˆ = PhD student

48. 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

49. 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 

50. 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 
51. 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/10.1177/0143034320973370SSCI[IF₂₀₂₁ = 2.056; IF_5year = 2.563; Q1 in Education, Scimago Journal Rank₂₀₂₁] ** = Equal first authorship; ^ = Corresponding author
52. 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 
53. 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 
54. 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 ˆ = PhD student
55. 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 
56. 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^^= former undergraduate Honours Project student; * = Corresponding author
57. 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 
58. 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.12421 
59. 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 
60. 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 
61. 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 
62. 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 
63. 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 
64. 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 SSCI [IF₂₀₂₁ = 2.056; IF_5year = 2.563; Q1 in Education, Scimago Journal Rank₂₀₂₁]** = Equal first authorship; ^ = Corresponding author
65. 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.2018.06.010SSCI 
66. 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 
67. 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 
68. 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
69.  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.
70. 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.
71. 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
72. 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 
73. 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-x 
74. 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 
75. 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 
76. 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 
77. 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 
78. 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 
79. 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 
80. 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 
81. 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
82. 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 
83. 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 
84. 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 
85. 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 
86. 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 
87. 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 
88. 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 
89. 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 
90. 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 
91. 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 
92. 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 
93. 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 
94. 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 
95. 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 
96. 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 
97. 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 
98. 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 
99. 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 
100. 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 Counseling, 37(2), 198–206. https://doi.org/10.1007/s10447-015-9238-3 
101. 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 
102. 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 
103. 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 
104. Datu, J. A. D. (2013). Effects of a cognitive-behavioral intervention on career indecision. Philippine Journal of Counseling Psychology, 15, 71–84.
105. 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

• Co-Editor, Journal of Happiness Studies [IF₂₀₂₂ = 4.6; IF_5year = 4.9]  (June 2023 – present)

• Section Editor: School and Educational Psychology, Positive Psychology, Current Psychology [IF₂₀₂₂ = 2.8; IF_5year = 2.8]  (October 2022 – present)
• Associate Editor , Personality and Individual Differences [IF₂₀₂₂ = 4.3; IF_5year = 4.1] (April 2022 – present)
• Associate Editor, Applied Psychology: Health and Well-being [IF₂₀₂₂ = 6.9; IF_5year = 6.3] (January 2022 – present)
• Senior Associate Editor, School Psychology International [IF₂₀₂₂ = 2.3; IF_5year = 3.0] (June 2021 – present)
• Editorial Board Member, School Psychology, [IF₂₀₂₂ = 3.0; IF_5year = 3.2] (February 2020 – present)