Professor Huy P. Phan

Professor , Educational Psychology, Positive and Holistic Psychology, and Trans-Mystical Psychology - Faculty of Humanities, Arts, Social Sciences and Education; School of Education

Huy P. Phan

Phone: +61 2 6773 3327

Email: hphan2@une.edu.au

Biography

Research Interests, Knowledge and Expertise

My evolution as an academic started some years ago after I completed my Ph.D. at the University of Sydney, Australia. In the earlier years of my career development, I was very much influenced by social cognitive theory (Bandura, 1997, 2018) and grounded in the study of Educational Psychology, focusing on topical themes such as achievement goals (e.g., Phan, 2009a, 2010), epistemology (e.g., Phan, 2008; Phan, 2009a), future time perspective (e.g., Phan, 2009a, 2015b), reflection (e.g., Phan, 2009b; Phan, 2014), hope (e.g., Phan, 2013, 2015a), self-efficacy (e.g., Phan, 2007, 2009c), student approaches to learning (e.g., Phan & Deo, 2007, 2008), and student engagement (e.g., Phan, 2016; Phan, Ngu, & Alrashidi, 2016). Notably, a few years back, I and a close colleague of mine, Associate Professor Bing Ngu, published a comprehensive book with Oxford University Press, titled Teaching, Learning and Psychology (Phan & Ngu, 2019), which consolidated and reflected my knowledge and expertise of the mentioned topics.

My passion to seek new knowledge for learning has enabled me to evolve as an academic where my teaching and research development touches on other subject areas, such as life and death education, positive psychology in the school and holistic psychology, optimal functioning and human optimization, trans-mystical psychology, mindfulness and meditation practice, and mystical contexts and esoteric experiences. Moreover, within the past decade, as indicated below, I have been more interested to conceptualize and develop my own theoretical premises for research development (e.g., the proposition of ‘contextual mindsets’). I am extremely active in research networking and collaboration, working with scholars and students alike from Belgium, China, Fiji, Indonesia, Malaysia, Mexico, Singapore, Spain, and Taiwan. I have been invited to partake in research projects and book chapter and article contributions from scholars. Likewise, I have been invited to lead workshops and undertake teaching and research consultancy in Indonesia, Malaysia, and Taiwan. Many of my national and international research projects, published in high-tier journal outlets, involve different methodological conceptualizations and research approaches (e.g., cross-sectional, longitudinal, quasi-experimental, and philosophical), as well as the use of complex causal modelling techniques (e.g., latent growth modelling). Our concerted efforts, likewise, have led to the development and submission of international grant applications (e.g., European Union, Indonesian Ministry of Education). My notable distinctions, which focus on theoretical understanding of pedagogical approaches, human agency, individuals’ motivational beliefs, and psychological well-being experiences include the following, for example:

  1. Advancement of appropriate instructional designs, using cognitive load theory to facilitate effective learning experiences (e.g., Ngu & Phan, 2023; Ngu, Phan, Usop, & Hong, 2023; Phan, Ngu, & Li, 2021b).
  2. Advancement of cognitive load theory by focusing on key concepts of what I termed as optimal efficiency (Phan & Ngu, 2021c; Phan et al., 2021b), cognitive entrenchment (Phan & Ngu, 2021a), and perceived zone of certainty/uncertainty (Phan & Ngu, 2021d).
  3. Advancement of the study of optimal best practice (e.g., Phan, Ngu, & Williams, 2016; Phan, Ngu, & Yeung, 2017) and the development of the theory of human optimization, known as ‘The Framework of Achievement Bests’ (e.g., Phan, Ngu, & McQueen, 2020; Phan et al., 2017; Phan, Ngu, & Yeung, 2019), which focuses on the optimization of individuals’ life experiences.
  4. Advancement of the study of optimal best practice with the development of a theoretical premise, which I termed as student profiling or the ‘Consonance-Disconsonance of Best Practice’ (Phan & Ngu, 2021b; Phan, Ngu, Wang, Shih, Shi, & Lin, 2018).
  5. Advancement of the study of mindfulness and meditation practice and the proposition of an alternative model of mindfulness, which I termed as a Multifaceted Model of Mindfulness (e.g., Phan, Ngu, Chen, Wu, Shi, Shih, Wang, & Lin, 2020; Phan, Wang, Shih, Shi, Lin, & Ngu, 2019).
  6. Advancement in research designs and development of an alternative methodological design, which I termed as a Multi-time series, Multi-Group Single-Case Experimental Design (Phan & Ngu, 2017) for usage in social sciences research.
  7. Advancement of the study of positive psychology with the development of an alternative theoretical premise, which I termed as holistic psychology (e.g., Phan, Ngu, Chen, & Hsu, 2024; Phan, Ngu, & White, 2021c).
  8. Advancement of the study of cognitive processes of learning with proposition of alternative theoretical premise pertaining to the concept of cognitive entrenchment (e.g., Phan & Ngu, 2021a, 2021d).
  9. Advancement of the study of esotericism and spirituality by considering an alternative theoretical premise, which I termed as a trans-mystical framework for understanding of life and death experiences (e.g., Phan et al., 2024; Phan, Ngu, Hsu, Chen, & Wu, In Press).
  10. Advancement of methodological designs for usage with a recent focus on what is known as philosophical psychology discourse (e.g., Phan, Chen, Ngu, & Hsu, 2023; Phan et al., 2024)
  11. Advancement of the study of life and death education (e.g., Phan, Ngu, Chen, Wu, Lin, & Hsu, 2020; Phan, Ngu, Chen, Wu, Shih, & Shi, 2021a) by proposing a conceptual-theoretical framework of life and death education for teaching and research purposes (Phan et al., 2023).
  12. Advancement of the study of personal mindset from a different anthropological-sociocultural perspective with the development of an alternative theoretical premise, which I termed as a holistic self and holistic mindset (Phan et al., 2023; Phan et al., 2024).

My research achievements, as briefly mentioned, are innovative and significant, enabling and/or helping me to be ranked in the top 4% of researchers in the world (Source: https://elsevier.digitalcommonsdata.com/datasets/btchxktzyw/6). In 2019, Professor Heiko Daniel, the UNE DVC (Research) at the time, nominated me for the ARC College of Experts. Likewise, my teaching and research achievements, individually and collaboratively with Associate Professor Bing Ngu and others, have raised UNE’s ERA profile in Educational Psychology to a level of international distinction (e.g., ERA 4) that is comparable with other institutions. My teaching and research leadership, as reflected by my single authorship and lead authorship publications in high quality journals, has enabled me to offer generous mentorship to early career researchers and students alike from Bhutan, Fiji, Indonesia, Malaysia, Saudi Arabia, and Taiwan. Working collaboratively with scholars and students from different sociocultural backgrounds is an enjoyable feat, allowing me to seek new research frontiers for different teaching, learning, and practical purposes. I place strong emphasis on the use of rigorous methodological designs (e.g., Ngu et al., 2023; Phan & Ngu, 2017) and statistical analyses, such as longitudinal structural equation modelling (e.g., Phan, 2008, 2009c), autoregressive longitudinal modelling (e.g., Phan & Ngu, 2016), and exploratory-confirmatory factor analysis (e.g., Phan, Ngu, Wang, Shih, Shi, & Lin, 2019). At present, I am working closely with several colleagues to develop a holistic or a unifying model of human agency that emphasizes the importance of life, death, and the beyond. Uniquely, as an endeavour, is our quest to incorporate differing understandings and anthropological-sociocultural perspectives about subjectivity and objectivity of the physical world.

Qualifications

B.ED (Mathematics)(Hons, Class 1)(USyd, Australia)
Ph.D in Educational Psychology (USyd, Australia)

Teaching Areas

I am a full Professor in Learning and Teaching at UNE’s School of Education. I teach specific units that closely relate to educational psychology of teaching and learning processes:

  • EDLT330 (Learning, Assessment and Evaluation)
  • EDLT390 (Advanced Learning Theories 1)
  • EDLT516 (Instructional Designs and Cognitive Theories of Learning)
  • EDLT517 (Educational Psychology in the School: Theories and Applied Practices
  • EDLT518 (Motivational Theories)

Research Interests

Specialization in Research Development

From the preceding section, I specialize in the following areas of teaching and research development:

  • Cognitive Strategies in Achievement contexts (e.g., Critical thinking, Persistence, Achievement Goals)
  • Cognitive Load Imposition and Instructional Designs (e.g., Cognitive Entrenchment)
  • Complex Modelling procedures, including latent growth modelling (LGM), hierarchical linear modelling (HLM), and multiple-indicator correlated trait-correlated method (MI CT-CM)
  • Contextual Mindset
  • Eastern Mindfulness, Spirituality, and Buddhist Meditation
  • Future Time Perspectives and Hope
  • Human Optimization and Optimal Best Practice
  • Life and Death Education
  • Motivation, Student Engagement/Disengagement
  • Positive Psychology, Holistic Psychology, and Subjective Well-Being
  • Student Approaches to Learning (SAL)
  • The Self-systems, including personal self-efficacy and self-esteem
  • The Sociocultural System of Development and Learning (e.g., Epistemological beliefs)
  • Trans-Mystical Psychology and Esoteric Experiences

Service, Leadership, and Management

I have extensive institutional experiences in service, leadership, and management. My tenure at UNE, for example, has resulted in my extensive service undertakings, such as Interim Faculty Director, Interim Head of School of Education, Interim Director of the School of Education Professional Office, Deputy Head of School of Education (Teaching & Learning), Chair of School of Education Teaching & Learning Committee, Chair of Pre-Service Programs, Member of UNE Teaching & Learning Committee, and Member of Academic Board. My understanding of units and course programs also led me to develop a number of degree programs that have brought in robust student enrolment numbers – for example: the Bachelor of Education (K – 12), the Bachelor of Educational Studies, and the Bachelor of Education (In-Service Conversion). I have had extensive experiences in service contribution to the profession, appearing on numerous editorial boards of international journals in Education and Psychology.

Publications

For my full list of publications, please refer to the following website: https://scholar.google.com.au/citations?user=QtGTAioAAAAJ&hl=en. Below is a selection of a few of my publications over the years, reflecting different topical themes that you may wish to have a look:

Book chapters

  1. Phan, H. P. (2015). The essentialness of hope: Reflection, articulation and anticipation. In L. Bormans (Ed.), The world book of hope (pp. 270-272). Tielt, Belgium: Lannoo Publishers.
  2. Phan, H. P., & Ngu, B. H. (2019). Expanding on the theoretical concept of ‘Optimization’ for effective learning: Establishing empirical evidence from an Eastern sociocultural context. In A. D. Liem & T. S. Hong (Eds.), Student motivation, engagement, and growth: Asian insights. Singapore: Routledge.

Journal articles

  1. Phan, H. P., & Deo, B. (2007). The revised learning process questionnaire: A validation of a Western model of students' study approaches to the South Pacific context using confirmatory factor analysis. British Journal of Educational Psychology, 77, 719-739. doi:10.1348/000709906x158339.
  2. Phan, H. P. (2008). Predicting change in epistemological beliefs, reflective thinking and learning styles. British Journal of Educational Psychology, 78, 75-93.
  3. Phan, H. P. (2009). Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology, 29(3), 297-313.
  4. Phan, H. P. (2010). Critical thinking as a self-regulatory process component in teaching and learning: Theoretical overview and implications (Monograph: Special edition on self-regulation). Psicothema, 22(2), 284-292.
  5. Phan, H. P. (2011). Deep processing strategies and critical thinking: Developmental trajectories using latent growth analyses. The Journal of Educational Research, 104(4), 283-294. doi:10.1080/00220671003739382.
  6. Phan, H. P. (2012). Informational sources, self-efficacy, and achievement: A temporally displaced approach. Educational Psychology, 32(6), 699 - 726. doi:10.1080/01443410.2012.708320
  7. Phan, H. P. (2013). Examination of self-efficacy and hope: A developmental approach using latent growth modeling. The Journal of Educational Research, 106(2), 93-104. doi:10.1080/00220671.2012.667008
  8. Phan, H. P., & Ngu, B. H. (2014). Factorial equivalence of social cognitive theory: Educational level × time differences. Educational Psychology, 34(6), 697 - 729.
  9. Ngu, B. H., Yeung, A. S., & Phan, H. P. (2015). Constructing a coherent problem model to facilitate algebra problem solving in a chemistry context. International Journal of Mathematical Education in Science and Technology, 46(3), 388-403.
  10. Phan, H. P., & Ngu, B. H. (2016). Sources of self-efficacy in academic contexts: A longitudinal perspective. School Psychology Quarterly, 31(4), 548-564. http://dx.doi.org/10.1037/spq000015.
  11. Phan, H. P., & Ngu, B. H. (2017). Undertaking experiments in social sciences: Sequential, multiple time series designs for consideration. Educational Psychology Review, 29(4), 847-867. doi:10.1007/s10648-016-9368-0.
  12. Phan, H. P., Ngu, B. H., & Yeung, A. S. (2017). Achieving optimal best: Instructional efficiency and the use of cognitive load theory in mathematical problem solving. Educational Psychology Review, 29(4), 667-692. doi:http://10.1007/s10648-016-9373-3.
  13. Phan, H. P., Ngu, B. H., Wang, H.-W., Shih, J.-H., Shi, S.-Y., & Lin, R.-Y. (2018). Understanding levels of best practice: An empirical development. PLOS One, 13(6), e0198888. https://doi.org/10.1371/journal.pone.0198888.
  14. Phan, H. P., Ngu, B. H., Wang, H.-W., Shih, J.-H., Shi, S.-Y., & Lin, R.-Y. (2019). Achieving optimal best practice: An inquiry into its nature and characteristics. PLOS One, 14(4), e0215732. https://doi.org/10.1371/journal.pone.0215732.
  15. Phan, H. P., Ngu, B. H., & McQueen, K. (2020). Future time perspective and the achievement of optimal best. Frontiers in Psychology, 11(1037). doi:10.3389/fpsyg.2020.01037.
  16. Phan, H. P., Ngu, B. H., & White, M. (2021). Introducing ‘holistic psychology’ for life qualities: A theoretical model for consideration. Heliyon, 7, e05843. https://doi.org/10.1016/j.heliyon.2020.e05843.
  17. Ngu, B. H., & Phan, H. P. (2022). Advancing the study of solving linear equations with negative pronumerals: A smarter way from a cognitive load perspective. PLOS One, 17(3), e0265547. doi:10.1371/journal.pone.0265547.
  18. Ngu, B. H., Phan, H. P., Usop, H., & Hong, K. S. (2023). Instructional efficiency: The role of prior knowledge and cognitive load. Applied Cognitive Psychology, 37(6), 1223-1237. doi: 10.1002/acp.4117.
  19. Phan, H. P., Ngu, B. H., Chen, S.-C., & Hsu, C.-S. (2024). An ideal sense of self: Proposition of holistic self and holistic mindset from the unique anthropological-sociocultural perspective of life and death education. Journal of Theoretical and Philosophical Psychology, 1-28. https://doi.org/10.1037/teo0000265.
  20. Phan, H. P., Ngu, B. H., Hsu, C.-S., Chen, S.-C., & Wu, L.-J. (In Press). Expanding the scope of transpersonalism: Situating within the framework of life and death education - The importance of the proposed concept of a 'trans-mystical mindset'. Frontiers in Psychology.

Book

  1. Phan, H. P., & Ngu, B. H. (2019). Teaching, Learning and Psychology. Docklands, Melbourne: Oxford University Press.

Memberships

Editorial Board member for a number of different international journals, for example:

Education Research International

Frontiers in Psychology

PloS One

Learning and Individual Differences

Teaching in Higher Education

Consultancy Interests

Instructional Designs

Life and Death Education

Motivation and Schooling Processes

Quality Research Preparation

Positive Psychology and Holistic Education

Subjective Well-Being in School

Research Designs (e.g., Longitudinal Intervention, Multi-wave Panel)