scholarly journals Differential Experience of Peer Victimisation Among Children With Learning Disabilities in Hong Kong

2018 ◽  
Vol 12 ◽  
Author(s):  
Jacob Yuichung Chan ◽  
Courtney M. Ryan ◽  
Annis L.C. Fung ◽  
Lawrence H. Gerstein ◽  
Rebecca M. Kinsey
Keyword(s):  
Learning Disabilities ◽  
Academic Performance ◽  
Hong Kong ◽  
Gender Difference ◽  
Intervention Strategies ◽  
Peer Victimisation ◽  
Peer Bullying ◽  
Differential Experience ◽  
The Relationship ◽  
Performance Research

Children with learning disabilities (LDs) are often targets of peer bullying. Studies have confirmed the distress associated with victimisation impairs academic performance. Research has also shown that boys experience victimisation differently than girls. This study examined whether students with LDs were more likely to be victimised, whether there was a gender difference in victimisation, and how students were victimised. Hong Kong children participated (162 with and 162 without LDs). Results indicated that students with LDs experienced increased levels of victimisation, and boys compared to girls with LDs sustained more physical victimisation. Academic performance did not significantly mediate the relationship between LDs and victimisation. Prevention and intervention strategies are discussed for this population.

scholarly journals The Interplay between Gender, Learning Approaches and Academic Performance in Chinese Sub-Degree and Degree Students

2017 ◽  
Vol 3 (1) ◽  
pp. 10 ◽  
Author(s):  
Yiu-Kong Chan ◽  
Andy C N Kan
Keyword(s):  
Academic Performance ◽  
Hong Kong ◽  
Full Time ◽  
Learning Approaches ◽  
Higher Education System ◽  
Face To Face ◽  
Factor Study ◽  
Alternative Choice ◽  
Relationship Of ◽  
The Relationship

The community college has been the alternative choice for secondary school graduates on the verge of enrolling in government-funded universities in the Hong Kong higher education system over the past decade. Open University of Hong Kong provides its business degree distance learning programme through face-to-face teaching mode for full-time students. This study examines the relationship of gender, learning approaches and academic performance among 250 Hong Kong Chinese sub-degree and degree students. Students participated in the study responded to the Biggs’s Revised Two-Factor Study Processes Questionnaire (R-SPQ-2F) and McAuley’s Revised Causal Dimension Scale (CDSII). The results indicate that the deep approach and academic performance is positively related. Implications of the findings are discussed for tertiary teachers and counselors.

School competition in Hong Kong: a battle of lifting school academic performance?

2019 ◽  
Vol 33 (7) ◽  
pp. 1483-1500 ◽  
Author(s):  
Maxwell Chun Sing Ho ◽  
Jiafang Lu
Keyword(s):  
Academic Performance ◽  
Hong Kong ◽  
Secondary Schools ◽  
Secondary Data ◽  
Hierarchical Regression ◽  
Content Type ◽  
School Competition ◽  
Subsidy Scheme ◽  
School Marketing ◽  
The Relationship

Purpose Under-examination of the notion of competition between schools has created a considerable asymmetry between the reality and the literature of schooling. Therefore, the purpose of this paper is to investigate the validity of school competition and verify the propositions regarding the effects of school marketing practices in literature, particularly Direct Subsidy Scheme (DSS) and aided schools in Hong Kong. Design/methodology/approach It tests the relationships between student intake and school academic performance and school marketing practices. It also compares the pattern of the relationships between the DSS and aided secondary schools. Secondary data from 441 secondary schools were retrieved from a popular secondary school admission magazine in Hong Kong and from the schools’ websites. Findings Hierarchical regression analysis revealed that the school’s academic performance was positively related to discretionary student intake. In addition, marketing school academic performance, but not marketing school features, was positively related to student intake. At last, it was found that marketing school academic performance intensified the relationship between the school’s academic performance and student intake in aided schools but not in DSS schools. The results were interpreted as demonstrating that school competition in Hong Kong is a battle of lifting academic performance. Originality/value This study is potential and worthwhile in at least two ways. First, testing the relationships of student intake with academic performance and school marketing practices helps to verify the notion of school competition in the education sector, which, in turn, can bridge the gap between the practice and literature of schooling. Second, examining school competition in Hong Kong can help to identify an important contextual reality for future scholars whose research site is located in Hong Kong.

Teacher Professional Training and Student Academic Performance at an University from Lima, 2016 [Formación Profesional Docente y Rendimiento Académico en Estudiantes de una Universidad de Lima, 2016]

2019 ◽  
Vol 1 (2) ◽  
pp. 116
Author(s):  
Jorge Luis Torres Ugaz
Keyword(s):  
Veterinary Medicine ◽  
Academic Performance ◽  
Educational System ◽  
Professional Training ◽  
Student Academic Performance ◽  
Teacher Professional ◽  
Study Methodology ◽  
The Relationship

This work emphasizes the teaching work in the progress of the educational system. The objective was to determine the relationship between the Teacher Professional Training and the Academic Performance of the students of Veterinary Medicine and Zootechnics of an University of Lima, Perú. The study methodology was correlational, the sample was 6 teachers and 72 students. The teachers were surveyed and the students were evaluated through the minutes. A mean and direct correlation of 44.05% was obtained between the variables studied.

Resilient Factors in Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 23 ◽  
Author(s):  
Gustavo Rafael Escobar Delgado ◽  
Anicia Katherine Tarazona Meza ◽  
Andy Einstein García García
Keyword(s):  
Academic Performance ◽  
Students With Disabilities ◽  
Latin American ◽  
Descriptive Study ◽  
The Other ◽  
Disabled Students ◽  
Low Performance ◽  
The Relationship ◽  
Latin American Population

The research analyzes the relationship between factors of resilience and academic performance in disabled students studying at the Technical University of Manabí. It is a correlational descriptive study conducted with a population of 88 disabled students, of which two groups were selected, one with high academic performance and the other with low performance. A questionnaire was designed and applied to determine the level of quality of life and risk factors of adolescents. Resilience was measured with the SV-RES scale created for the Latin American population.

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

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