首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
In this 1991 study the sex behavior and attitudes of first-year university students in Shanghai, China, were compared to attitudes and beliefs of first-year students in Hong Kong. Findings do not confirm a strong Western influence and increased promiscuity. The evidence suggests that the effect of Westernization or modernization is dependent on and varies with the nature of the imported Western culture and the form of and standards for sex education. Students from Hong Kong, which is more modernized than Shanghai, were less sexually active and more conscientious about using contraception. A high percentage of Shanghai students had experienced sexual intercourse and multiple sex partners. Christian males from the Hong Kong survey had less coital experience than non-Christian Hong Kong males. The surveys were conducted in 22 universities in Shanghai among 1919 first-year students, but only 25.1% responded with completed questionnaires (344 single Chinese males and 137 single Chinese females). The Hong Kong questionnaire was distributed to 7675 students. 2341 single Chinese males and 2247 single Chinese females who were unmarried and non-Chinese completed the survey (a 48.5% response rate). It is argued that restrained female unmarried sexuality is still limited by cultural and religious attitudes.  相似文献   

2.
This paper analyses the data obtained from the findings on Hong Kong, as a part of the IEA second civic study. Because the survey was conducted two years after Hong Kong's return to China, the findings reflect concepts and attitudes toward citizenship among Hong Kong students shortly after the change of sovereignty. The study shows that Hong Kong ranks highest in two aspects of citizenship: civic knowledge and attitudes toward immigrants. Hong Kong ranks lowest in attitudes toward the nation, support for women's political rights, confidence in participating at school, and open classroom climate. Moreover, Hong Kong students are most concerned about elections and freedom of expression, but are least interested in political parties. They are more interested in social-related citizenship issues, and try to avoid confrontational and activist politics. This suggests that Hong Kong students are concerned with citizenship issues and politics; are very knowledgeable, and while they are also concerned about society, do not favor confrontations. This partly reflects a Chinese culture and partly reflects that depolicitization perpetuates beyond 1997.  相似文献   

3.
Since the mid‐1990s in Hong Kong there has been a slow but obvious shift from expecting students with disabilities to be educated in segregated special schools to providing more opportunities for them to be educated alongside their mainstream peers. Pre‐service teacher training institutions have begun to offer modules of study in order to assist mainstream teachers in coping with greater diversity in their classes. The main purpose of this paper is to examine the adequacy of an inclusive education module on the attitude change of pre‐service teachers in Hong Kong. A convenience sample of over 200 pre‐service secondary teachers in a B.Ed. (Honours) Programme at one university participated in the study. Data were obtained through a three‐part questionnaire to find out whether there were any substantial changes in their attitudes, concerns and confidence for inclusion before and after taking a module of study on inclusive education. Findings and implications are drawn in light of preparing teachers to cater for diversity in the schools in Hong Kong.  相似文献   

4.
The paper describes the development of a new distance education institution in Hong Kong. The methods and systems used to assure that its courses and degree programmes are of the highest quality are described. The paper addresses the means by which new courses are produced: a direct import from another institution, adaptation of an imported course, and in‐house production. Although established by the Hong Kong Government the institution is required to become self‐financing within four years — the paper describes some of the consequences of this policy especially on quality. The paper concludes by comparing the performance of Hong Kong students on courses taken from the British Open University with that of their British counterparts.  相似文献   

5.
This paper describes the development and initial validation of a Chinese reading motivation questionnaire (CRMQ) which was designed to assess Chinese students' reading motivation in Hong Kong. The development of the CRMQ consisted of two steps. In the first study, groups of items were constructed based on achievement motivation theories and existing instruments. The initial version of the CRMQ was administered to a small group of Grade 7 students in Hong Kong and exploratory factor analysis, item‐total correlation, and reliability analyses were carried out to assess its psychometric quality. The CRMQ was then revised and administered to a larger sample of Grade 7 students in the second study. Findings of confirmatory factor analysis provided further validation for the proposed factor structure of the revised questionnaire. In addition, findings indicated that students' reading motivation was positively related to their strategy use, reading comprehension, and academic achievement. The findings of this study could enrich our understanding of Chinese reading motivation among Hong Kong students. Implications of these findings for implementing effective reading instruction in Chinese language teaching are also discussed.  相似文献   

6.
School-based pipelines/routes for university and technical engineering education are recognised as important for economic development and the high-school years are critical for shaping students’ career aspirations and attitudes. This study examined a range of attitudes/experiences on the aspirations of secondary students to pursue engineering education and vocation. Experiential/attitudinal aspects covered demographic characteristics, family/school support, practical learning experiences, curricular/extra-curricular experiences, attitudes, perceptions and engineering-efficacy that may affect aspirations. A validated questionnaire capturing these variables was administered to respective samples of secondary school students from four Chinese geo-engineering regions (Beijing, Guangzhou, Hong Kong and ShanXi; 5965 students) that represent differing degrees of industrialisation. Comparative analyses across regions show ‘doing’ engineering is key to motivating students’ aspirations; while regional variations suggest that schooling and family factors are generally more significant in industrialising Mainland cities, and extracurricular opportunities and personal factors are more significant for students in post-industrial Hong Kong.  相似文献   

7.
Behind the High Achievement of East Asian Students   总被引：1，自引：0，他引：1  
Hong Kong, Japan, Korea and Singapore are the only East Asian countries in the Third International Mathematics and Science Study (TIMSS), but students in these 4 countries outperformed their counterparts in the TIMSS mathematics test. An examination of the student background information showed that there was little commonality among the 4 countries which can be used to explain the superior achievement of their students. The only common background data for the 4 places were their high population density and large class size, which are, in general, not considered favorable factors for achievement. An investigation of the TIMSS attitude data also failed to locate common attitudes that were unique to the 4 countries and which can be used to explain the high achievement of their students. The questionnaire data however indicated that the superior results of the East Asian students might have been achieved at the expense of other aspects of the development of the students. The results also showed that students in the 4 countries displayed relatively negative attitudes towards mathematics, including the lack of confidence in doing mathematics. The predominant Confucian culture in the 4 countries will be discussed in an attempt to explain the negative attitudes of the East Asian students, but it is not clear how these cultural values can be used to explain their superior achievement.  相似文献   

8.
This article reports the move from paper-based marking (PBM) to onscreen marking (OSM) in Hong Kong for the subject Liberal Studies – whose objectives involve broadening students' horizons through critical examination of current issues. While currently a small candidature subject of approximately 3300, from 2009, the subject will become compulsory for all students in Hong Kong's senior secondary school curriculum with a candidature of 80,000. As marking of all public examinations in Hong Kong is migrating to OSM, the current study reports on a project with the entire 2009 Year 13 Liberal Studies marking panel (49 markers), as part of the OSM validation process. The study involved giving all markers both a pre-marking and a post-marking questionnaire to gauge markers' technological competence in and attitudes towards OSM. Results were positive in that markers generally rated themselves as technologically capable. With regard to attitudes towards the implementation of OSM, the outcomes of the post-marking questionnaire showed markers to be more positive than their pre-marking comments suggested. Nonetheless, they are still not happy about having to travel to special marking centres and the preference for PBM remains strong. The results of the study indicate that OSM is being accepted into marker psyche of what marking involves, an important step as OSM is adopted as the sole marking method for all subjects in Hong Kong from 2012 onwards.  相似文献   

9.
Based on the theoretical framework of self-regulated learning (SRL), the study aimed to examine whether the proposed relationship between classroom environment and students’ SRL was applicable in the case of Chinese readers. In this study, a questionnaire measuring students’ perception of reading instruction, strategy use, and reading motivation was completed by 1,654 Hong Kong and 2,006 Beijing students from grade 10. By comparing students from two different Chinese cities, the study also attempted to understand the learning attitudes and behaviors of students who share the same Confucian cultural backgrounds but experience different educational environments. The findings of this study indicated that the positive effects of perceived reading instruction on Chinese students’ SRL mainly came from strategy and metacognitive-based instruction, teacher support, and the nature of task. While both Hong Kong and Beijing students demonstrated a positive attitude towards their reading instruction as well as a positive degree of strategy use and reading motivation, significant area differences were found in nearly all measured variables. These findings have been discussed in the light of the contextual environments of the two Chinese cities. The study provides useful insights for understanding Chinese learners and Chinese classrooms from the perspective of SRL.  相似文献   

10.
This study examined the metacognitive developmental patterns of Hong Kong school students. Students rated their own metacognitive competencies by responding to an inventory of six motivational‐ and cognitive‐metacognitive subscales. Results showed that students' metacognitive competencies decreased with age—from primary 4 (age 9) to secondary 5 (age 17)—with a sharp decline noticeable at the primary/secondary school transition. Age had a more powerful effect than gender on students' perception of their metacognitive competencies. This decreasing pattern of Hong Kong students' metacognitive competencies is contrary to the developmental trends found in Western countries. However, the comparatively high academic performance of Hong Kong students also suggests some different recommendations about student learning.  相似文献   

11.
Students take away a variety of messages from teachers’ responses to their writing, although not all the information conveyed is explicit or related to the work at hand. In fact, both the content of this feedback and the ways they respond can lead students to interpret their tutors’ beliefs about their subject, about learning, and about the value of literacy in their disciplines. Drawing on a series of interviews with 24 first and second year students at a Hong Kong university, this paper seeks to identify what these messages are and the consequences they can have for students’ attitudes to their field of study, to disciplinary writing, to learning and to teacher–student relationships.  相似文献   

12.
Shujie Liu 《教育心理学》2010,30(6):699-712
The aims of this study were to examine the factor structure of the attitudinal questionnaire items from Trends in International Mathematics and Science Study (TIMSS) 2003 and to investigate low‐ and high‐performing students’ mathematics self‐concept in East Asian societies and in the USA. The participants were 24,119 eighth‐graders, 4856 from Japan, 4972 from Hong Kong, 5379 from Taiwan and 8912 from the USA. Exploratory factor analyses (EFAs) were conducted revealing a same factor structure across the four societies. The MANOVA results showed that (1) the US students reported a statistically significant higher mathematics self‐concept than students in Hong Kong, Taiwan, or Japan; (2) across the four societies, high‐performing students had statistically significant higher self‐concept than low‐performing students; and (3) the US low‐performing students’ self‐concept was higher than Japanese high‐performing students’ self‐concept. The implications of these findings are discussed.  相似文献   

13.
This study examined the attitudes of young people from different cultural backgrounds in Hong Kong toward social justice, in particular those regarding gender, racial/ethnic equalities, and immigrant rights. Among the sample of 15,428 adolescents, aged 12 to 19, 7.1% were South Asians, 15.5% were immigrants from mainland China, 4.1% were cross-boundary students, 73% were Hong Kong mainstream Chinese, and 0.3% did not indicate. Their civic attitudes were assessed by the adapted International Civic and Citizenship Study (ICCS) (2009) questionnaire instrument. Latent means analysis (LMA) was conducted and the findings concluded that, compared with Hong Kong mainstream students (HKMS), South Asian (SA) students reported a statistically significant lower score on gender equality and significantly higher score on racial/ethnic equality and immigrants' rights. In contrast, both Cross-Boundary students (CBS) and Chinese Immigrant students (CIS) rated significantly higher on items relating to racial/ethnic equality and immigrants' rights, as compared with their HKMS counterparts. Regression analyses were also utilized to investigate how demographic variables predicted the latent variables. Specifically, regression analyses of different student groups on social justice issues were discussed to compare how demographic variables contributed to the subjective perceptions of these rights and responsibilities. Policy implications were drawn with reference to the data and recommendations for improvement were discussed.  相似文献   

14.
This study attempts to uncover the beliefs regarding various aspects of creativity among trainee‐teachers in Hong Kong and Singapore. Trainee‐teachers from Hong Kong (N = 188) and Singapore (N = 127) completed a questionnaire on beliefs about creativity. The 30‐item questionnaire covering 15 aspects of beliefs regarding creativity was presented to the respondents as a set of six‐point Likert scales. Through factor analysis, creativity was found to have five dimensions: (1) physiology, (2) generality, (3) culture, (4) individuality and (5) youth. Hong Kong respondents were found to hold more rigid views of creativity than their Singaporean counterparts. In particular, Hong Kong respondents believed more strongly that creativity is dependent on birth order, effort, health, logical thinking and youth and that there is a critical period beyond which creativity may not develop.  相似文献   

15.
随着我国综合国力和国际竞争力的不断提升,香港与内地在教育交流方面日益频繁,来内地高校求学的香港在校大学生数量逐年上升。文章基于计划行为理论,采用结构方程模型对香港8所公立高校在校大学生来内地求学的行为态度、主观规范、感知行为控制等三个因素进行定量分析。结果显示,三个因素对香港在校大学生来内地高校求学的行为意向均具有显著影响,其中,行为态度对行为意向的影响最大,其次是感知行为控制,主观规范影响最小。基于研究结果,提出提升内地高校质量和国际声誉、改革教学模式、重视对香港在校大学生的招生宣传、创造良好香港在校大学生毕业就业环境等对策建议。  相似文献   

16.
This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to the reading performance of Hong Kong and Taiwan students after controlling for the effects of students’ and parents’ reading attitudes, the availability of supportive home educational resources and student engagement in a range of reading practices. Out-of-school informational reading was found to be negatively associated with students’ reading attainment for both Hong Kong and Taiwan students. There was evidence that reading aloud in class in Taiwan classrooms significantly contributed to the Taiwan students’ poor reading performance.  相似文献   

17.
This paper seeks to examine the quality and equality of basic education of Hong Kong based on the first three cycles of the Program for International Student Assessment (PISA). Results from these three assessments suggested that the Hong Kong students have an outstanding performance in mathematics, science and reading. In particular, the performance of reading improves substantially in PISA 2006. As far as equality in education is concerned, the achievement gap of students from different socio-economic backgrounds in Hong Kong is relatively small compared with other countries. However, the academic performance variation between-schools suggest that, there is still academic segregation among secondary schools in Hong Kong although it has been reduced slightly in the PISA 2006.  相似文献   

18.
This study uses The Third International Mathematics and Science Study (TIMSS) data to compare students from Hong Kong with students from the US on the mathematics achievement and on a series of family background factors such as mothers’ expectations, parental education, presence of study aids, living with different family members, and extracurricular time spent in various activities. Results indicate the following. (1) Hong Kong students outperformed their US counterparts in mathematics scores. Hong Kong has advantages in half and US about one-fifth of the family background factors. (2) Seventy-five percent of the factors are significantly associated with mathematics achievement for both countries. (3) Some of the factors influence Hong Kong and US students differently. Recommendations are made on family school partnership strategies such as engaging parents in decision-making roles in educational programs at school for Hong Kong and limiting recreational TV viewing and emphasizing value of schooling at home for the US.  相似文献   

19.
This study examines Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classrooms – student learning community and teacher support and involvement. A total of 2206 Grade Four to Grade Nine students responded to a questionnaire that comprised three instruments, including two scales measuring student learning community and teacher support and involvement in classroom, respectively, and the Chinese version of the Motivated Strategy for Learning Questionnaire. Our findings suggest that the two relational factors could play an important role in facilitating students’ intrinsic value, self‐efficacy, and strategy use, reflecting some culture‐specific features of students’ self‐regulated learning in Hong Kong classrooms. The implications of these findings for understanding Hong Kong students’ motivational beliefs and strategy use are discussed. Finally, suggestions for future research are put forward.  相似文献   

20.
In a context of patriotic education in Mainland China and depoliticised civic education in colonial Hong Kong, this article inquires into the nature of student resistance to state hegemonic political socialisation and examines the effects of critical thinking, as a form of resistance, on students' patriotism and nationalism. With data from questionnaires completed by 535 Hong Kong and Mainland university students, analyses of relationships among perceptions of political socialisation, critical thinking dispositions, and national attitudes reveal that critical thinking mediates the state-intended effects of schooling on political attitudes. The article concludes with a reconceptualisation of the concept of resistance.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号