The effects of individual- and class-level achievement on attitudes towards mathematics: An analysis of Hong Kong students using TIMSS 2019

2022 ◽  
Vol 72 ◽  
pp. 101113
Author(s):  
Xin Chen
Keyword(s):  
Hong Kong ◽  
Class Level ◽  
Attitudes Towards Mathematics ◽  
Hong Kong Students

Toward Critical Patriotism: Student Resistance to Political Education in Hong Kong and China. By Gregory P. Fairbrother. [Hong Kong University Press, 2003. x+218 pp. £26.95. ISBN 962-209-622-0.]

2004 ◽  
Vol 178 ◽  
pp. 521-523
Author(s):  
Agnes S. Ku
Keyword(s):  
Hong Kong ◽  
Civic Education ◽  
Mainland China ◽  
Weak Sense ◽  
Student Resistance ◽  
Hong Kong Students ◽  
The Face ◽  
Colonial Government ◽  
Legitimacy Crisis

Fairbrother's Toward Critical Patriotism is a timely publication in the “Hong Kong Culture and Society” series: political squabbles and conflicts over the idea of patriotism in the context of the national security legislation in Hong Kong are inflamed following the spectacular mass demonstration by 500,000 people on 1 July 2003. As the author points out, patriotism and nationalism are relatively recent historical phenomena in China. In mainland China, Marxist-Leninism became the guiding ideology after 1949. Yet, from the early 1980s, in the face of a legitimacy crisis, the leadership shifted toward patriotism as a unifying and justificatory ideology while professing ultimate objectives in line with Marxist principles. In Hong Kong, civic education had been de-emphasized under the ideology of de-politicization by the colonial government until the handover in the 1990s. The book rejects the typical characterization of Hong Kong students as simply having a weak sense of patriotism and nationalism, and of mainland students as patriotic dupes under the state and presents a more nuanced analysis.

scholarly journals Effectiveness of a Peer-Led Web-Based Intervention to Improve General Self-Efficacy in Using Dating Apps Among Young Adults: Randomized Clustered Trial (Preprint)

2019 ◽  
Author(s):  
William CW Wong ◽  
Wai Han Sun ◽  
Shu Ming Cheryl Chia ◽  
Joseph D Tucker ◽  
William PH Mak ◽  
...  
Keyword(s):  
Young Adults ◽  
Hong Kong ◽  
Self Efficacy ◽  
Online Dating ◽  
Intervention Group ◽  
Control Group ◽  
Web Based ◽  
Dating Apps ◽  
Hong Kong Students ◽  
General Self Efficacy

BACKGROUND Online dating apps are popular platforms for seeking romance and sexual relationships among young adults. As mobile apps can easily gain access to a pool of strangers (“new friends”) at any time and place, it leads to heightened sexual health risks and privacy concerns. OBJECTIVE This study aimed to evaluate the effectiveness of a peer-led web-based intervention for online dating apps to prepare Chinese college students so that they have better self-efficacy when using dating apps. METHODS An open clustered randomized controlled trial was conducted among students from three colleges (The University of Hong Kong, Hang Seng University of Hong Kong, and Yijin Programme of Vocational Training College) in Hong Kong. Students aged 17 to 27 years who attended common core curriculum or general education were randomized into intervention and control groups. The intervention material, developed with high peer engagement, included four short videos, an interactive scenario game, and a risk assessment tool. An existing website promoting physical activities and healthy living was used as a control. Using the information, motivation, and behavioral skills (IMB) approach to design the evaluation, questionnaires covering participants’ sociodemographics and dating app characteristics, as well as the general self-efficacy scale (GSE) as the primary outcome and the risk propensity scale (RPS) as the secondary outcome were administered before, immediately after, and at 1 month after the intervention. Intention-to-treat analysis was adopted, and between-group differences were assessed using the Mann-Whitney <i>U</i> test. A post-hoc multiple linear regression model was used to examine the correlates of the GSE and RPS. RESULTS A total of 578 eligible participants (290 in the intervention group and 288 in the control group) participated in the study with 36 lost to follow-up. There were more female participants (318/542, 58.7%) than male participants in the sample, reflecting the distribution of college students. Over half of the participants (286/542, 52.8%) reported the following reasons for using dating apps: being curious (170/498, 34.1%), trying to make new friends (158/498, 31.7%), and finding friends with similar interests (121/498, 24.3%). Overall, the participants in the intervention group reported favorable experiences when compared with the finding in the control group. There was significant improvement in the GSE score and reduction in the RPS score (<i>P</i>&lt;.001) in the intervention group. University of Hong Kong students were more susceptible to risk reduction after the intervention when compared with students from the other two institutions. CONCLUSIONS The online intervention was effective in improving general self-efficacy and reducing risk tendency among young students. Future work is needed to determine if this approach is cost-effective and such behavioral change is sustainable. CLINICALTRIAL ClinicalTrials.gov NCT03685643; https://clinicaltrials.gov/ct2/show/NCT03685643. INTERNATIONAL REGISTERED REPORT RR2-10.1186/s13063-018-3167-5

scholarly journals Positive Youth Development Attributes and Parenting as Protective Factors Against Adolescent Social Networking Addiction in Hong Kong

2021 ◽  
Vol 9 ◽  
Author(s):  
Lu Yu ◽  
Daniel Tan Lei Shek
Keyword(s):  
Hong Kong ◽  
Protective Factors ◽  
Social Networking ◽  
Youth Development ◽  
Positive Youth Development ◽  
Social Networking Sites ◽  
Parenting Behavior ◽  
Positive Identity ◽  
Hong Kong Adolescents ◽  
Hong Kong Students

This study examined the predictive effects of 15 positive youth development (PYD) attributes and parenting behavior on adolescent social networking addiction (SNA) in a representative sample of Hong Kong students. In total, 1,896 Hong Kong Secondary 1 students from 20 randomly selected schools (age = 13.19 ± 0.52 years) completed the Bergen Social Media Addiction Scale (BSMAS), the Chinese Positive Youth Development Scale, and the Chinese Parenting Behavior Scale. Of the participants, 11.4% could be classified as being addicted to Social Networking Sites (SNSs). Regression analyses showed that students' emotional competence (β = −0.09; p &lt; 0.01), behavioral competence (β = −0.12; p &lt; 0.001), beliefs in the future (β = −0.10; p &lt; 0.01), and spirituality (β = −0.08; p &lt; 0.01) were negatively associated with SNA, while social competence (β = 0.07; p &lt; 0.05) and positive identity (β = 0.13; p &lt; 0.001) were positively related to SNA. Paternal and maternal responsiveness showed indirect effects on students' SNA through the full mediation of PYD attributes. Specific PYD attributes and positive parenting behavior may serve as important protective factors against the development of SNA among Hong Kong adolescents.

‘*Why you can’t ask a proper question?’ – The Learning Difficulties of Hong Kong ESL Students

RELC Journal ◽  
2016 ◽  
Vol 47 (3) ◽  
pp. 295-311
Author(s):  
Jackie F.K. Lee
Keyword(s):  
Hong Kong ◽  
Word Order ◽  
High Frequency ◽  
Learning Difficulties ◽  
Linguistic Knowledge ◽  
Esl Students ◽  
Oral Test ◽  
Negative Comments ◽  
Hong Kong Students ◽  
Written Test

Despite the high frequency of occurrences of wh-interrogatives in daily use, there are repeated negative comments about the poor mastery of the wh-interrogative structure among Hong Kong students. However, so far little attention has been paid to their difficulties in the acquisition of the structure. There is a strong need to understand what linguistic knowledge they possess, and identify the learning difficulties in order to seek ways to address them. This study obtained its quantitative data from three classes of Hong Kong Secondary 3 students through a written test and an oral test. The major learning difficulties found include the word order transfer from the Chinese language, failure to use correct verb phrase structures, and erroneous use of some wh-words ( whose, which, and how) and wh-phrases (e.g. how far, whose bag). The findings also reveal learning difficulties related to learner variables. Students of different English proficiency levels showed wide variation in their understanding of interrogative structures. The pedagogical implications are discussed.

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