Selected Research
Jen, E., Chan, H. Y., & Cheung, H. N. (2024). Addressing adolescent social and emotional concerns: Insights from loneliness, burnout, and preferred conversation topics in Asian and UK contexts post-pandemic. Acta Psychologica, 247, 104326. Link
Veldman-de Jonge, I., & Jen, E. (2022). Choices gifted women made in education, personal life, and career: A qualitative study in the Netherlands. Gifted and Talented International, 37(2), 119-133.. Link
Jen, E., Mathijssen, S., & Hoogeveen, L. (2022). Supporting professional development for educators during the pandemic: Lessons from an international blended learning diploma program. Prospects, 51(4), 583-587. Link
Jen, E., Wu, J., & Gentry, M. (2016). Social and affective concerns high-ability adolescents indicate they would like to discuss with a caring adult: Implications for educators. Journal of Advanced Academics, 27(1), 39-59. Link
Peterson, J., & Jen, E. (2023). The “d” in the Peterson Proactive Developmental Attention (PPDA) model: A lens for understanding and supporting underachievers. Gifted and Talented International, 38(1), 62-76. Link
Jen, E. (2021). Developing resilience among high-ability learners: What we should know and what we can do. In Total School Cluster Grouping and Differentiation (pp. 157-171). Routledge.
Peterson, J. S., & Jen, E. (2018). The Peterson Proactive Developmental Attention model: A framework for nurturing the rest of the whole gifted child. Journal for the Education of the Gifted, 41(2), 111-135.Link
Jen, E., Gentry, M., & Moon, S. M. (2017). High-ability students’ perspectives on an affective curriculum in a diverse, university-based summer residential enrichment program. Gifted Child Quarterly, 61(4), 328-342. Link
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