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Journal articles on the topic 'Secondary school students - China - Hong Kong'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Yuen, Celeste Yuet-Mui. "Towards inclusion of cross-boundary students from Mainland China in educational policies and practices in Hong Kong." Education, Citizenship and Social Justice 6, no. 3 (October 27, 2011): 251–64. http://dx.doi.org/10.1177/1746197911417416.

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Every society has an obligation to provide quality education to children regardless of their socio-economic and cultural backgrounds. The number of cross-boundary students (CBS) from Mainland China in Hong Kong schools is increasing. This article reviews educational policy and provision for educating CBS, presenting data from an empirical study. Data from three school-based case studies (pre-primary, primary and secondary) reveal an absence of systematic school-based policy or provision for newcomers. This article draws on the UN Convention on the Rights of the Child to review educational practices with regard to CBS populations. Despite the rapid growth in numbers of CBS, the case studies suggest that Hong Kong regional government’s policies fail to meet students’ transitional needs or guarantee their rights. There remains a serious policy gap that is left to schools and teachers to address as best they can. The article concludes by discussing implications for policy making and teacher professional development.

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Wong, Dennis Sing-wing, and Sai-fu Fung. "Development of the Cybercrime Rapid Identification Tool for Adolescents." International Journal of Environmental Research and Public Health 17, no. 13 (June 30, 2020): 4691. http://dx.doi.org/10.3390/ijerph17134691.

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Two studies were conducted to support the development of an eight-item Cybercrime Rapid Identification Tool (CRIT) and evaluate the psychometric properties of the proposed scale on samples of secondary school and university students. The CRIT was developed and evaluated in two cross-sectional studies with 2044 respondents from Hong Kong and China. Study 1 recruited 1533 secondary school students from Hong Kong with a mean age of 14.91 (SD = 1.77) years, and Study 2 recruited 511 university students from mainland China with a mean age of 20.41 (SD = 2.49) years. A stepwise confirmatory factor analytical approach was taken with further verification by exploratory factor analysis based on different samples. Factorial validity was further verified using confirmatory factor analysis. The analyses supported an eight-item scale with a two-factor structure. The eight-item CRIT was found to possess good internal consistency and concurrent validity. The studies offer promising support for the CRIT. It has the potential to advance epistemological methods and clinical research related to cybercrime prevention.

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Wong, Perseus W. F., Jimmy S. M. Lai, and Jonathan C. H. Chan. "A Serial Cross-Sectional Analysis of the Prevalence, Risk Factors and Geographic Variations of Reduced Visual Acuity in Primary and Secondary Students from 2000 to 2017 in Hong Kong." International Journal of Environmental Research and Public Health 17, no. 3 (February 6, 2020): 1023. http://dx.doi.org/10.3390/ijerph17031023.

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Background: We would like to investigate the prevalence trend, potential risk factors and geographic features of reduced visual acuity (VA) in primary and secondary schoolchildren of Hong Kong. Methods: This was a serial cross-sectional study using historical data of schoolchildren aged 6 to 15 years from the annual health checks conducted at Student Health Service Centers across Hong Kong, for the school years of 2000/2001 to 2016/2017. Results: The prevalence of reduced VA increased from 49.23% (95% CI, 48.99−49.47) in 2000/2001 to 54.34% (95% CI, 54.10−54.58) in 2011/2012 but decreased to 51.42% (95% CI, 51.17−51.66) in 2016/2017. Girls were less susceptible than boys at age 6−7 (and in grade primary 1−2), but more susceptible at older ages. The prevalence in junior grades increased while the risk effect of grade reduced over the past 17 years. Geographic variation on the risk for reduced VA existed and spatial autocorrelation was positive. The difference in prevalence of reduced VA between Hong Kong and mainland China has decreased in recent years. Cross-border students living in mainland China were associated with a lower risk for reduced VA. Conclusions: Further study was proposed to investigate the environmental association between students living in and outside Hong Kong with the prevalence of reduced VA. Multi-level research should also be conducted to investigate the influence of compositional and contextual factors on the prevalence of reduced VA.

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Ho, Wai-Chung, and Wing-Wah Law. "Challenges to globalisation, localisation and Sinophilia in music education: A comparative study of Hong Kong, Shanghai and Taipei." British Journal of Music Education 23, no. 2 (June 29, 2006): 217–37. http://dx.doi.org/10.1017/s0265051706006942.

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In the past, the music curricula of Hong Kong (HK), Mainland China and Taiwan have focused on Western music, but with the advent of music technology and the new tripartite paradigm of globalisation, localisation and Sinophilia this has begun to change. Hong Kong, Shanghai and Taipei share a common historical culture and their populations are mainly Chinese, but their recent socio-political experiences have been diverse. This paper aims to explore the secondary school cultures of Hong Kong, Shanghai and Taipei by examining the similarities and differences between their musical practices and the ways in which they have delineated this tripartite paradigm. Data are drawn from questionnaires completed by 5,133 students (1,750 from HK, 1,741 from Shanghai, and 1,642 from Taipei) attending grades 7 to 9 and interviews with their 46 music teachers between March and August 2004. The survey data show that students from the three communities much prefer Western classical and popular music to their respective forms of local traditional music and to traditional Chinese styles. Though most music teachers recognise the importance of teaching traditional Chinese music, local traditional music, and other world music in schools, they believe that it is difficult to teach different types of music in the classroom. This article argues that globalisation is leading to a common cosmopolitan culture of Western musical learning in school; the emergence of traditional Chinese music, local music, and socio-political movements challenge globalisation in school music education.

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Chong, Eric K. M. "Global citizenship education and Hong Kong’s secondary school curriculum guidelines." Asian Education and Development Studies 4, no. 2 (April 13, 2015): 221–47. http://dx.doi.org/10.1108/aeds-05-2014-0016.

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Purpose – The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines. Design/methodology/approach – This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines. Findings – From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations. Originality/value – This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

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Chan, Steve Kwok-Leung. "Prostrating Walk in the Campaign against Sino-Hong Kong Express Railway: Collective Identity of Native Social Movement." Cosmopolitan Civil Societies: An Interdisciplinary Journal 9, no. 1 (March 21, 2017): 20–41. http://dx.doi.org/10.5130/ccs.v9i1.4986.

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Occupation, blockage and storming are not rare in social movements a decade after China resuming sovereignty in Hong Kong. The organizers and participants usually involve locally born young people. Some of them are secondary school students in their teens. They are known as the fourth generation or post-1980s born Hongkongers. The paper examines the cultural context of social movements involving these youth activists. It mainly studied the campaign against the Sino-Hong Kong Express Railway development project. The project called for the demolition of the Tsoi Yuen Village, a small rural village located on its designed route. Since then, the role of younger generation in social movements has been generally recognized. Social media are widely employed in all stages of the movements with citizen journalists actively involved. The impressive ‘prostrating walk’ imitating Tibetan pilgrims becomes the symbol of these youth activists. It keeps appearing in other campaigns including Occupy Central in Hong Kong in 2014. This paper argues that the rise of nativism, advancement in ICT technology and shifting towards new social movements contribute to the dominant role of youth in recent social movements of Hong Kong. Collective identity of Hongkonger in response to the top-down assimilation by China, strengthens the movement.

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Hue, Ming-Tak. "Cross-cultural experiences of immigrant students from Mainland China in Hong Kong secondary schools." Ethnography and Education 3, no. 3 (September 2008): 229–42. http://dx.doi.org/10.1080/17457820802305469.

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Chong, Eric King-man. "Nationalistic education in the Hong Kong and the Macao SARs of China." Asian Education and Development Studies 7, no. 4 (October 1, 2018): 395–411. http://dx.doi.org/10.1108/aeds-07-2017-0064.

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Purpose The purpose of this paper is to compare and analyse the role and implementation of nationalistic education in Hong Kong and Macau special administrative regions (SARs) since their respective handover of sovereignty to China in the late 1990s. Both SARs face the educational need to cultivate a Chinese national identification among the students after the sovereignty changes. While Macau SAR has enjoyed a relatively smooth implementation of nationalistic education towards which Macau’s schools and students are largely receptive to nationalistic programmes since its handover in 1999, Hong Kong SAR Government’s nationalistic education was met by reservation from some parents, students and civil society’s groups under allegations of “political indoctrination” and “brain-washing”. The Hong Kong civil society’s resistance to National Education culminated in the anti-Moral and National Education protest in Summer 2012 and then Hong Kong schools and society. This paper attempts to provide an overview and analysis on the development of nationalistic education in both Hong Kong and Macao SARs, and to give some possible explanations on the factors that lead to differences of perceiving and responding to the nationalistic education between both places. Design/methodology/approach After conducting a literature review, this study utilises different sources of data such as curriculum guidelines, previous studies and other scholarly findings in examining the development of civic education and national education policy in both SAR societies, as well as in discussing the possible developments of nationalistic education in both SARs by making references to previous studies of citizenship and nationalistic education. Findings This study found out that different relationships between the two SAR Governments and their respective civil society, the extent of established socio-political linkages with China, as well as the introduction of a core subject of Liberal Studies in Hong Kong secondary schools, which emphasises on multiple perspectives and critical thinking skills, are some plausible factors that explain different stories and developments of implementing nationalistic education in Hong Kong and Macao SARs. Research limitations/implications For giving suggestions for a nationalistic education in both Chinese SARs, first, there should be an exploration of multiple citizenship identities. This will allow people to choose their identities and thus facilitate their belongingness in terms of local, national and global dimensions. In addition, there should be an exploration of a Chinese national identification with different emphases such as knowledge orientation and critical thinking so as to cater for youth values. Promoting the idea of an informed and reasonable-in-thinking patriot could also be a way to ease the concern that building a national identity negates a person’s freedom of thinking. Originality/value This paper attempts to compare and analyse the different responses to the same policy of enhancing nationalistic education development in both Hong Kong and Macao SARs of China. Some plausible explanations were given based on political, social and educational factors, as well as youth value oritentations. This paper would be an attempt to show that a top-down single-minded orientated nationalistic education may not work well a society such as Hong Kong, where civil society and youth values are quite different than that can be found in China.

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Lee, John Chi-Kin. "Curriculum reform and supporting structures at schools: challenges for life skills planning for secondary school students in China (with particular reference to Hong Kong)." Educational Research for Policy and Practice 16, no. 1 (November 10, 2016): 61–75. http://dx.doi.org/10.1007/s10671-016-9202-y.

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10

Chen, Ningjing, Daniel Yee Tak Fong, Sha Li, and Janet Yuen Ha Wong. "Association between Non-Restorative Sleep and Quality of Life in Chinese Adolescents." International Journal of Environmental Research and Public Health 17, no. 19 (October 4, 2020): 7249. http://dx.doi.org/10.3390/ijerph17197249.

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To examine non-restorative sleep and its impact on quality of life (QOL) in Chinese adolescents, this cross-sectional study included 2827 students aged 12–20 who were selected from 15 secondary schools in Hong Kong, China. Non-restorative sleep was assessed by a single item, rated on a 0–10 scale: “To what extent did you feel refreshed upon awakening over the past month?”. QOL was evaluated by the World Health Organization Quality of Life Measure—Abbreviated Version Hong Kong Chinese Version. Univariable and multivariable linear mixed-effects regressions were conducted to examine the influence of non-restorative sleep (NRS) on QOL. In the present sample, the mean overall QOL was 13.83, and the extent of feeling refreshed upon awakening was 4.75 on average. In multivariable linear mixed-effects regression, one unit feeling less refreshed upon awakening was associated with 0.37 units of poorer overall QOL after adjusting for age, gender, medical conditions, parental education and occupation, weekly hours of aerobic exercises, smoking and drinking habits. Additionally, adolescents with a significantly poorer overall QOL were more likely to be older, have medical problems, have parents with an educational level of primary school or below, have an unemployed father, engage in less weekly aerobic exercise, and be current smokers or former drinkers. Adolescents who experienced non-restorative sleep had a poorer QOL. Future studies are needed to alleviate non-restorative sleep to improve health outcomes in adolescents.

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McPherson, Gary E., and Susan A. O'Neill. "Students’ motivation to study music as compared to other school subjects: A comparison of eight countries." Research Studies in Music Education 32, no. 2 (December 2010): 101–37. http://dx.doi.org/10.1177/1321103x10384202.

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This study draws on an expectancy-value theoretical framework to examine the motivation (competence beliefs, values and task difficulty) of 24,143 students (11,909 females and 10,066 males, aged 9 to 21 years) from eight countries (Brazil n = 1848; China n = 3049; Finland n = 1654; Hong Kong n = 6179; Israel n = 2257; Korea n = 2671; Mexico n = 3613; USA n = 3072). Music was studied in comparison to five other school subjects (art, mother tongue, physical education, mathematics, science) across three school grade levels that included the key transition from elementary to secondary school. Results indicated that music as a school subject was valued less and received lower task difficulty ratings than other school subjects with the exception of art. Students reported higher competence beliefs for physical education and mother tongue compared to music and lower competence beliefs for mathematics and art. There was an overall decline in students’ competence beliefs and values across the school grade levels for all countries except Brazil. Females reported higher competence beliefs and values and lower task difficulty ratings for music, art and mother tongue than males. Males reported higher competence beliefs and lower task difficulty ratings for physical education and mathematics. There were no gender differences for values in mathematics. Music learners reported higher competence beliefs and values and lower task difficulty across school subjects than non-music learners. Secondary analyses were used to further explore differences within each of the eight countries. Findings suggest that once students have experienced learning to play an instrument or voice, they become more motivated towards other school subjects. Implications of the findings suggest that advocacy aimed at increasing the values that students attach to music as a school subject may encourage more students to become music learners across a wide range of countries.

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Kutnick, Peter, Zhiyong Zhu, Cecilia Chan, Rosanna Yuen-Yan Chan, Betty Pok-Yee Lee, and Veronica Ka Wai Lai. "Attitudes and aspirations regarding engineering among Chinese secondary school students: comparisons between industrialising and post-industrial geo-engineering regions of Mainland China and Hong Kong." Compare: A Journal of Comparative and International Education 48, no. 4 (July 17, 2017): 608–29. http://dx.doi.org/10.1080/03057925.2017.1347033.

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13

Ma, Jia, Tao Pei, Fen Dong, Yanhui Dong, Zhaogeng Yang, Jie Chen, Sihui Guo, et al. "Spatial and demographic disparities in short stature among school children aged 7–18 years: a nation-wide survey in China, 2014." BMJ Open 9, no. 7 (July 2019): e026634. http://dx.doi.org/10.1136/bmjopen-2018-026634.

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ObjectivesTo identify spatial disparities and demographic characteristics of short stature, we analysed the prevalence of short stature collected in a nationwide health survey.SettingsData were obtained from the 2014 Chinese National Survey on Students Constitution and Health (a cross-sectional study of China). Participants came from 30 provinces, autonomous regions, and municipalities (except Tibet, Hong Kong, Macao, and Taiwan).ParticipantsThere were 213 795 Han school children between 7 and 18 years old enrolled in our study. All participants were sampled by stratified cluster.Primary and secondary outcome measuresShort stature; Chinese and WHO age-specific and gender-specific height growth references were used for short stature assessment.ResultsThe age-standardised and age–gender-standardised prevalence of short stature nationwide was 3.70% and 2.69% according to Chinese and WHO growth references, respectively. The short stature prevalence differed significantly among age groups, urban and rural areas, and regions with different socioeconomic development levels (all p<0.0001). The prevalence was 2.23% in urban versus 5.12% in rural areas (p<0.001). The prevalence was 2.60% in developed, 3.72% in intermediately developed, and 4.69% in underdeveloped regions (p<0.0001). These values were all according to China’s growth reference, but similar patterns were observed on prevalence based on the WHO reference. The spatial distribution of prevalence of short stature presented a clustered pattern. Moran’s I value was 0.474 (p<0.001) and 0.478 (p<0.001) according to the Chinese and WHO growth references, respectively. The southwest part of China showed a higher prevalence of short stature, whereas lower prevalence of short stature was observed mainly in the northeast part of China.ConclusionsThere is an appreciably high prevalence of short stature in rural, underdeveloped areas of China. There are high prevalence spatial clusters of short stature in southwestern China. This provides corroborating evidence for a tailored strategy on short stature prevention and reduction in special areas.

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CHEN, JI-KANG. "CYBERBULLYING AMONG SECONDARY SCHOOL STUDENTS IN HONG KONG." Hong Kong Journal of Social Work 52, no. 01n02 (January 2018): 49–62. http://dx.doi.org/10.1142/s0219246218000050.

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Using a large-scale dataset from Hong Kong, this study describes the prevalence of cyberbullying and examines how gender and grade level relate to cyberbullying among secondary school students in Hong Kong. Participants were 1,855 students from secondary schools (Forms 1 to 7). Students were given an anonymous questionnaire that included a scale for reporting their experiences of cyberbullying. Responses indicated that 17.8% of students reported cyberbullying and 30.9% experienced at least one type of cyberbullying in the past three months. Curses, insults, and humiliation were the most common types of cyberbullying. Males reported higher rates of bullying and victimization than did females. The overall rates of bullying and victimization peaked in Forms 2 or 3 and in Form 6. Cyberbullying among secondary students in Hong Kong is a serious problem that needs immediate attention. Potential intervention programs should target males and students in Forms 2, 3, and 6. Programs should mainly aim to reduce online curses, insults, and humiliation by students.

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Kam, Chester Chun Seng, Ming Tak Hue, and Hoi Yan Cheung. "Plagiarism of Chinese Secondary School Students in Hong Kong." Ethics & Behavior 28, no. 4 (June 29, 2017): 316–35. http://dx.doi.org/10.1080/10508422.2017.1333909.

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Jiang, Nan, Sai Yin Ho, Man Ping Wang, Lok Tung Leung, and Tai Hing Lam. "Waterpipe smoking among secondary school students in Hong Kong." International Journal of Public Health 61, no. 4 (February 12, 2016): 427–34. http://dx.doi.org/10.1007/s00038-016-0796-x.

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Yeung, Wai-song. "Substance misuse in secondary students in Hong Kong." Psychiatric Bulletin 21, no. 9 (September 1997): 561–62. http://dx.doi.org/10.1192/pb.21.9.561.

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This study surveys the extent of substance misuse behaviour among secondary students in Hong Kong. One-fifth of the sample were misusing substances themselves and one-quarter had friends misusing substances. On seeking help regarding substance misuse, two-thirds would see the school social worker; the second preferred helper was a friend.

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Jackson, Liz, and Ming-Fai Pang. "Secondary school students' views of climate change in Hong Kong." International Research in Geographical and Environmental Education 26, no. 3 (May 16, 2017): 180–92. http://dx.doi.org/10.1080/10382046.2017.1330036.

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Fu, Frank H., and Xuanming Hao. "Physical Development and Lifestyle of Hong Kong Secondary School Students." Preventive Medicine 35, no. 5 (November 2002): 499–505. http://dx.doi.org/10.1006/pmed.2002.1104.

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Karim, Shahid, Ming Tak Hue, and Rizwan Ullah. "Acculturative challenges among Pakistani secondary school students in Hong Kong." International Journal of Intercultural Relations 82 (May 2021): 1–11. http://dx.doi.org/10.1016/j.ijintrel.2021.02.006.

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Lam, Chi Chung, Edith Lai, and Janice Lai Yin Wong. "Hong Kong junior secondary students’ changing conceptions of mainland China." International Research in Geographical and Environmental Education 21, no. 3 (August 2012): 223–46. http://dx.doi.org/10.1080/10382046.2012.698083.

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Cheng, Ching Ho. "A Need or a Force? Shadow Education in Hong Kong From Secondary School Parent’s Perspective." Curriculum and Teaching 36, no. 1 (May 1, 2021): 39–50. http://dx.doi.org/10.7459/ct/36.1.04.

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It is becoming more common for students in Hong Kong to take extra lessons after school. Several surveys indicate that more than 70% of students need to take private tutoring classes after school in their final year of secondary school (Bray, 2013). This indicates that “shadow education” has become a trend in Hong Kong. There are different types of private tutoring classes in Hong Kong, such as one-on-one tutoring or tutorial classes for groups of five to eight students. These classes aim to help students to perform better in public examination, but it has become more competitive in recent years. Even if students have satisfactory results at school, they may be expected to take extra classes, since doing so has become a societal trend. However, do students really need to take so many classes after school? Does the quantity of private tutoring lessons taken correlate with good academic results? This study investigates why parents in Hong Kong are sending their children to learning centers after school. Do these children really need extra classes, or are they being affected by the surrounding area?

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Zhang, Li-Fang. "Do styles of thinking matter among Hong Kong secondary school students?" Personality and Individual Differences 31, no. 3 (August 2001): 289–301. http://dx.doi.org/10.1016/s0191-8869(00)00136-7.

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Yau, J. C. W., K. P. Kwong, S. W. C. Chung, Y. Y. Ho, and Y. Xiao. "Dietary exposure to chloropropanols of secondary school students in Hong Kong." Food Additives and Contaminants: Part B 1, no. 2 (December 2008): 93–99. http://dx.doi.org/10.1080/02652030802488142.

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Chung, Stephen W. C., K. P. Kwong, and Joan C. W. Yau. "Dietary exposure to DDT of secondary school students in Hong Kong." Chemosphere 73, no. 1 (August 2008): 65–69. http://dx.doi.org/10.1016/j.chemosphere.2008.05.049.

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Chan, Kara K. W. "Environmental attitudes and behaviour of secondary school students in Hong Kong." Environmentalist 16, no. 4 (December 1996): 297–306. http://dx.doi.org/10.1007/bf02239656.

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Fai, Pang Ming. "Supporting Gifted Students in Hong Kong Secondary Schools: School Policies and Students' Perspectives." Gifted Education International 15, no. 1 (September 2000): 80–96. http://dx.doi.org/10.1177/026142940001500109.

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Jackson, Liz, Ming Fai Pang, Emma Brown, Sean Cain, Caroline Dingle, and Timothy Bonebrake. "Environmental attitudes and behaviors among secondary students in Hong Kong." International Journal of Comparative Education and Development 18, no. 2 (May 9, 2016): 70–80. http://dx.doi.org/10.1108/ijced-10-2015-0004.

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Purpose – Although researchers have identified correlations between specific attitudes and particular behaviors in the pro-environmental domain, the general relationship between young people’s development of environmental knowledge, attitudes, and behaviors is not well understood. Past research indicates that geographic context can play a role, while social factors such as age and gender can have a more significant impact on predicting attitudes and behaviors than formal education. Few studies have systematically examined the relationships between education and environmental attitudes and behaviors among youth in Hong Kong. The purpose of this paper is to report the findings of a study comparing secondary school students’ environmental attitudes and behaviors with age and related factors in two international schools and two government schools in Hong Kong. Students’ attitudes and behaviors were compared based on school type (curriculum), while the authors additionally compared the significance of social factors and attitudes on students’ behaviors. Design/methodology/approach – Attitudes were measured using the New Ecological Paradigm (NEP) and the NEP for Children (NEPC), the most commonly used, internationally standardized tools for investigating environmental attitudes and values of adults and young people for comparative purposes. The authors compared NEP/NEPC scores and student self-reported environmental behaviors using a short questionnaire. Findings – No significant differences were found in attitudes or behaviors based on school type. However the authors did observe a significant effect of gender and age on students’ attitudes, and a significant correlation of student attitudes in the NEP with students’ self-reports regarding air conditioning consumption. Originality/value – This study builds a foundation for cross-national studies and for evaluating the impact of curricula over time.

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Bo Wah Leung and Gary E. McPherson. "Students’ motivation in studying music: The Hong Kong context." Research Studies in Music Education 32, no. 2 (December 2010): 155–68. http://dx.doi.org/10.1177/1321103x10384205.

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Studying music in schools has not been regarded to be important for Hong Kong students and parents. Similar to many other countries and regions, music is marginalized in the school curriculum. However, facing the 21st century, the Hong Kong government regards arts education to be an important contribution to the creative industries. The motivation of students in learning music thus becomes more critical. This article reports data drawn from an international study that examined students’ motivation to study music as compared to other school subjects across the school grades. A total of 4495 students from 23 primary and 20 secondary schools participated in a survey. Results indicate a significant decline in competence beliefs and values ( p < .001) and a significant increase in task difficulty for music and other school subjects across the school levels. Compared with Chinese, mathematics, visual arts and physical education (PE), music was ranked rather low in terms of competence beliefs and values, and task difficulty. In addition, there is a trend towards many secondary students learning instruments outside schools. Results may be attributed to a range of factors including a utilitarian view of education held by parents and students and the overall business-oriented atmosphere of the society, in that people focus on financial success rather than a holistic human development.

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LING, HENRY WAI HANG. "VOLUNTEERING AND PARTICIPATION IN COMMUNITY SERVICE AMONG SECONDARY SCHOOL STUDENTS IN HONG KONG." Hong Kong Journal of Social Work 52, no. 01n02 (January 2018): 87–98. http://dx.doi.org/10.1142/s0219246218000074.

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Little is known about the level of youth participation in voluntary services and “Other Learning Experiences” (OLE) related community service among secondary school students in Hong Kong. This study attempts to provide a preliminary descriptive overview of youth participation in volunteering and OLE related community service. A total of 1,046 secondary school students were recruited to fill in a self-administered questionnaire. This study is relevant to social workers who should be aware of the current volunteer situation in Hong Kong. Such information is an essential foundation for them to plan, organize, execute and evaluate service programs.

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LOUIE, Lobo, Ka Chun WONG, and Bik C. CHOW. "Survey on the Swimming Abilities among Secondary School Students in Hong Kong." Asian Journal of Physical Education & Recreation 20, no. 1 (June 1, 2014): 50–57. http://dx.doi.org/10.24112/ajper.201813.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of this study is to understand the swimming abilities among the secondary school students in HongKong. A total of 1,752 subjects replied to the survey and it revealed that 46.7% of the secondary students were unable to swim. There are significant differences between observed and expected frequencies for the secondary students who were able and unable to swim in gender and family income but no significant difference were found among school levels. Parental encouragement was the major reason for the secondary students participating in swimming activity. This finding provided the database for the school administrators and health care professionals to better understand the current situation about the swimming abilities among the secondary school students in Hong Kong. 本調查旨在探討本港中學生的游泳能力，採用問卷形式收集了1752名中學生，結果顯示有46.7%不懂游泳，盼望學校及教育部門加以關注。

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Wu, Qiaobing, Ying Ou, and Lucy P. Jordan. "Mapping the Cultural Identities of Youths in Hong Kong from a Social Capital Perspective." Social Sciences 9, no. 11 (November 12, 2020): 205. http://dx.doi.org/10.3390/socsci9110205.

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With its unique geopolitical status and multicultural setting, Hong Kong has harbored different youth groups generated from cross-border migration with mainland China who are tied to different cultural values and identifications. This study aims to investigate how social capital embedded in the family, school, and community influences the cultural identities across three groups of Chinese youths in the educational system: local students; cross-border students (born in Hong Kong, living in the neighbor city of mainland China but attending schools in Hong Kong on daily commute); and new immigrant students (born in mainland China but living in Hong Kong for less than seven years). Using data from a cross-sectional survey with 2180 fourth- to ninth-grade students in Hong Kong, the logistic regression results suggest that family and community social capital play significant roles in shaping the cultural identity of youths. Implications of the research findings are discussed.

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Ng, Josephine W. Y., and Sandra K. M. Tsang. "School Bullying and the Mental Health of Junior Secondary School Students in Hong Kong." Journal of School Violence 7, no. 2 (February 26, 2008): 3–20. http://dx.doi.org/10.1300/j202v07n02_02.

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Chen, Qiqi, Ko Chan, and Anne Cheung. "Doxing Victimization and Emotional Problems among Secondary School Students in Hong Kong." International Journal of Environmental Research and Public Health 15, no. 12 (November 27, 2018): 2665. http://dx.doi.org/10.3390/ijerph15122665.

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Doxing is the searching for and intentional disclosure of private information about a particular individual on the Internet without his or her consent, and is often used to exact punishment. The aim of this study was to investigate the associations between doxing victimization and emotional problems in secondary school students, paying particular regard to the impacts of different types of doxed information, the relationship between the perpetrators and victims of doxing, and the nature of the online platforms where doxing occurs. A sample of 2120 Hong Kong secondary school students of differing socioeconomic backgrounds participated in the study. The results show that almost all types of disclosed personal information result in negative feelings in victims, including depression, anxiety, and stress. Girls were also found to be more likely than boys to be doxed. Significant associations were found between emotional problems and the disclosure of mobile phone numbers and personal photos and videos; doxing conducted by schoolmates and anxiety and depression, and doxing through Instant Messenger and anxiety. Further exploration of integrated cyber violence prevention programs and research on the details of doxing are recommended.

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Ho, Wai‐Chung. "Gender differences in instrumental learning among secondary school students in Hong Kong." Gender and Education 21, no. 4 (June 9, 2009): 405–22. http://dx.doi.org/10.1080/09540250802537596.

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Lee, A., S. Y. S. Wong, K. K. Tsang, G. S. M. Ho, C. W. Wong, and F. Cheng. "Understanding suicidality and correlates among Chinese secondary school students in Hong Kong." Health Promotion International 24, no. 2 (March 21, 2009): 156–65. http://dx.doi.org/10.1093/heapro/dap011.

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Shek, Daniel T. L., Hildie Leung, and Su Lu. "Perceived Family Life Quality in Junior Secondary School Students in Hong Kong." Social Indicators Research 117, no. 3 (July 13, 2013): 757–75. http://dx.doi.org/10.1007/s11205-013-0397-5.

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CHEUNG, Rebecca Hun Ping. "Factors Influencing Attitudes of Hong Kong Secondary School Students toward Physical Education." Asian Journal of Physical Education & Recreation 9, no. 2 (December 1, 2003): 71–78. http://dx.doi.org/10.24112/ajper.91289.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to examine the potential influential factors of Hong Kong secondary students' attitudes toward physical education. The Physical Education Questionnaire was completed by 1,172 students, selected proportionally from four main geographic districts in Hong Kong. This instrument measures how physical education is perceived concerning the values, the status, the atmosphere, the experiences, the social aspects, the teaching method and the PE teachers. Mean ratings on these aspects from 3.43 to 3.92 on a 5-point scale, indicating that the students generally liked physical education, but they liked some aspects more that others. Employing analysis of variance techniques revealed that school year, gender and perceived skill competence were significant factors influencing students' attitudes toward physical education. These findings have pedagogical implications for the teaching strategies of physical education.本研究旨在探討影響香港中學生對體育課態度的因素。1,172本地中學生參與問卷調查。研究結果顯示香港中學生對體育課的態度是正面的，而級別、性別及運動能力是影響中學生對體育課態度的因素。因此，體育敎師須了解學生的需要，從而運用適當的敎育策略去提升學生對體育課的正面態度。

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CRUZ, Alberto. "Senior Female Secondary School Students' Attitude Towards Physical Education in Hong Kong." Asian Journal of Physical Education & Recreation 4, no. 1 (June 1, 1998): 8–16. http://dx.doi.org/10.24112/ajper.41196.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.Few studies have attempted to study the perception of physical education of secondary school girls with 'non-participation' behaviours during physical education lessons. This paper tries to explore the differences of attitudes of 'non-participation' and 'ordinary' senior form school girls toward physical education in a single-sex school. Six students were purposely selected in the study. They were interviewed and invited to give comments on physical education in their school. Their behaviours in three physical education lessons were observed and recorded. Data in the study indicated that most students held 'sex stereotyped beliefs', however, only the 'non-participation' students showed alienated behaviours from the physical education lessons. Possible reasons for these were the difference between the 'non-participation' and 'ordinary' students on the perceived status and values of physical education within school. School administrators and physical educators should revise the school physical education curriculum and instructional behaviours in order to maintain the students interest and positive attitude toward physical education.本文嘗試探討高中女生對體育課的態度。六名於體育課"欠活躍"及"普通"態度的女生被揀選參與是項研究。她們分別接受訪問，研究員記錄她們對學校體育課的評論。研究員並觀察她們六人分別在三節體育課的行爲表現。數據顯示兩組同學大都持有"女性"觀念，而"欠活躍"同學更對體育課有不感興趣的行爲表現。其中可能的解釋是"欠活躍"及"普通" 同學對體育課持不同價値觀。學校行政人員及體育教師應改善學校體育課程及教學行爲去維持學生對體育課的興趣及存正面態度。

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Poon, Franky Kai-Cheung. "Hong Kong English, China English and World English." English Today 22, no. 2 (April 2006): 23–28. http://dx.doi.org/10.1017/s0266078406002045.

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Some reflections of a practising non-native speaking English teacher. Ten years ago, in a job interview for a teaching post in a government school, The writer was asked: ‘Do you think the government should recruit more native English-speaking teachers so as to boost the English standard of Hong Kong students?’ My answer took the interviewers by surprise: ‘No, I think the money should be spent on training local teachers who are more able to understand the needs of students learning English as a second or foreign language. I believe good English doesn’t necessarily mean British or American English. If we see English as an international language, anyone capable of using it as an effective communication tool can potentially be a good English teacher.’ I got the job, but there are still a few questions in my mind.

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Ho, Wai-Chung, and Wing-Wah Law. "Sociopolitical culture and school music education in Hong Kong." British Journal of Music Education 26, no. 1 (March 2009): 71–84. http://dx.doi.org/10.1017/s0265051708008292.

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In the last two decades, educational and curricular reforms in Hong Kong have been designed to prepare students for the challenges of the return of Hong Kong's sovereignty from the UK to the People's Republic of China (PRC) in 1997. This paper focuses on students' and teachers' attitudes towards a multicultural music education, which includes Chinese music, in response to this socio-political change. A mixed method design, involving a content analysis of relevant official educational and music documents, a questionnaire survey to 3,243 school students, and semi-structured interviews with 20 music teachers have been employed to further understanding of the development of politics and culture in Hong Kong society, which was investigated between winter 2006 and spring 2007. This paper argues that access to various musical cultures is a necessary but not sufficient condition for the development of music education in Hong Kong. Questions of how to integrate both Chinese music and other musical cultures in music education will remain a challenge for the future.

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FU, Frank, Siu Yin CHEUNG, Bik CHOW, Lena FUNG, and Judy NG. "Study of the Physical Fitness, Perceived Value of Physical Education, and Generic Skills of Secondary School Students." Asian Journal of Physical Education & Recreation 11, no. 1 (June 1, 2005): 7–13. http://dx.doi.org/10.24112/ajper.111124.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.Recent research findings suggested a gradual decline of physical fitness in Hong Kong school children over the past 10 years despite efforts by the Hong Kong SAR Government to promote the development of sports culture in the territory. Since cardiovascular heart disease (CHD) is the number 2 killer in Hong Kong and Hong Kong children were developing CHD risk factors prematurely, it was highly desirable to design and implement primary prevention programmes for this special population. The present study intended to provide better understanding of the physical fitness (PF), the perceived value of physical education (PV) and the contribution of physical education (PE) in the development of generic skills (GS) of secondary school students in Hong Kong. Subjects were 3,067 students from 26 schools selected by proportional stratification based on the school type and region. They were asked to perform a physical fitness test battery, and respond to two questionnaires on perceived value of PE and contribution of PE on development of generic skills. Results indicated that age was a factor: the younger group (12-14 years) scored better than the older group (15-18 years) in PV and GS. Older female subjects scored the highest in PF and also the lowest in PV, suggesting that they were fit but not because they perceived value of PE. Correlations between the three factors were significant (p

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Chan, Karly O. W., Maggie K. W. Ng, Joseph C. H. So, and Victor C. W. Chan. "Evaluation of generic competencies among secondary school leavers from the new academic structure for senior secondary education in Hong Kong." Public Administration and Policy 24, no. 2 (August 3, 2021): 182–94. http://dx.doi.org/10.1108/pap-07-2020-0033.

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PurposeA new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approachSelf-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.FindingsWhen comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).Originality/ValueThe elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students.

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Wing Yee, Fung, David Watkins, and Nick Crawford. "SELF-ESTEEM AND HEARING IMPAIRMENT: AN INVESTIGATION OF HONG KONG SECONDARY SCHOOL STUDENTS." Social Behavior and Personality: an international journal 25, no. 4 (January 1, 1997): 367–74. http://dx.doi.org/10.2224/sbp.1997.25.4.367.

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A comparison was made of the self-esteem of 45 moderately-severe hearing impaired and 300 normal-hearing secondary school students in Hong Kong. Analysis indicated that the hearing impaired group, particularly the males, tended to report higher self-esteem in a number of dimensions of the self. The results provide no evidence that integration into the normal classroom has damaged the self-esteem of the hearing-impaired.

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Boyes, Edward, Martin Stanisstreet, and Stephen Pui-ming Yeung. "Air Pollution: The Knowledge and Attitudes of Secondary School Students in Hong Kong." International Research in Geographical and Environmental Education 13, no. 1 (May 15, 2004): 21–37. http://dx.doi.org/10.1080/10382040408668790.

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Liu, Jing Dong, and Pak-Kwong Chung. "Motivational Profiles in Physical Education: Evidence From Secondary School Students in Hong Kong." Journal of Teaching in Physical Education 37, no. 2 (April 2018): 186–96. http://dx.doi.org/10.1123/jtpe.2017-0153.

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Chan, David W. "Depressive symptoms and perceived competence among Chinese secondary school students in Hong Kong." Journal of Youth and Adolescence 26, no. 3 (June 1997): 303–19. http://dx.doi.org/10.1007/s10964-005-0004-4.

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CHOW, Bik Chu. "Validity and Reliability of Bailey Bridge Test for Hong Kong Secondary School Students." Asian Journal of Physical Education & Recreation 4, no. 2 (December 1, 1998): 7–11. http://dx.doi.org/10.24112/ajper.41206.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The test most often recommended for measuring upper body strength and endurance is the pull-ups which has often been criticized because of the large number of zero scores. In the last academic school year, twelve secondary schools under the Po Leung Kuk group administered the Bailey Bridge Test for measuring upper body strength and endurance in their own physical fitness test battery. The purpose of this study was to investigate the validity and reliability of the Bailey Bridge Test for secondary school students. A total of 1,906 secondary school students, aged 13-19, from 4 schools, participated in the study. Criterion validity was assessed by correlating Bailey Bridge Test with bent-knee push-up and hand grip strength. A sample of subjects were tested on two different days on Bailey Bridge Test to establish stability reliability. To conclude, the Bailey Bridge test shows unacceptable validity with barely acceptable reliability.一般用來測試上肢肌力的引體向上方法，受試者很常會取得零分而影響教師對學生的評估。去年本港保良局屬下十二間中學，製定出一套體適能測試方案，並採用了拾放豆袋測試來量度學生的上肢肌力。本文目的是評審拾放豆袋測試的效度和信度。共有1,906位13至14歲的中學生參與本研究，以屈膝掌上壓及手握力測試的相關系數作爲效標關聯效度的指標；再測法則用來計算信度。研究結果顯示拾放豆袋測試的效度未能被接受，信度也偏低。

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Brand, Manny, and Wai-Chung Ho. "China recaptures Hong Kong: a study of change for music education." British Journal of Music Education 16, no. 3 (November 1999): 227–36. http://dx.doi.org/10.1017/s0265051799000315.

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This study examines the change of Hong Kong's sovereignty from one particular perspective – its effect on musical education. Our purpose is to analyse how the change of sovereignty and the idea of ‘one country, two systems’ are reflected in current practices, including published materials used in Hong Kong's secondary schools. Sources of data include selected textbooks, government documents concerning educational policies and curriculum, school syllabi and relevant studies.

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Chan, David W., Ping Chung Cheung, and Patricia P. W. Yeung. "Meeting the Special Needs of the Gifted Through the Summer Gifted Programme at the Chinese University of Hong Kong." Gifted Education International 14, no. 3 (May 2000): 254–63. http://dx.doi.org/10.1177/026142940001400307.

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The 1997 Summer Gifted Program at the Chinese University of Hong Kong was designed to meet some of the special needs of gifted and talented students through enrichment courses and activities. It is the first of its kind in Hong Kong, being organized by a university for 102 junior secondary school students. This paper describes its operation in terms of identification-selection procedures, organization of classes, curriculum, teacher selection and training, supervision, observation of student behavioral characteristics by teachers, and program evaluation by students, parents, teachers, teaching assistants and residential counselors. Future directions in the organization of programs for the gifted and talented in Hong Kong are discussed.

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