Seventeen teens (mean age = 11.71. SD = 1.26) who had experiences in playing online games participated in the focus group interviews of Study 2. Their responses were collected in order to develop comprehensive scales to measure cyber-victimization and cyberbullying, so as to better understand the differences between online and real life friendship and also to reveal the reasons behind playing online games. Studies 3 and 4 were based on the same sample of six hundred twenty-six grade 5 and 6 students (mean age =10.81, SD = .83), but with different purposes. In Study 3, two scales, both ultimately (following test analyses) comprised of eight items were developed for measuring cyber-victimization and cyberbullying, They demonstrated satisfactory reliabilities and criterion validities. In Study 4, the relative quality of best friendship in online games versus in real life, as well as the relative importance of friendship, victimization, and bullying in real life and in online games in relation to early adolescents' overall psychosocial adjustment were examined. Online victimization and online bullying were negatively related to psychological well-being of early adolescents. After controlling demographics, computer gaming habits, school victimization and real life friendship, online victimization still significantly and negatively explained additional variance in friendship satisfaction, while online friendship still positively and significantly explained additional variance in social competence, friendship satisfaction, self esteem and life satisfaction after demographics, computer gaming habits, school victimization, and real life friendship were statistically controlled. Gender moderated the relationship between real life friendship and social competence and friendship satisfaction, but it did not moderate the relationship between online friendship and the other psychological constructs. This research demonstrated the theoretical and practical importance of investigating social experiences (both negative, i.e. being cyber-bullied, and positive, i.e. building up online friendship) in the online context. / The present research comprised four studies to investigate the relation of online game playing and correlates of three important aspects, namely friendship, victimization and bullying, of social development of Hong Kong Chinese grade 5 and 6 students. Comparisons of these correlates across two contexts, the real life and internet experiences, were also made. Four hundred ninety-four grade five and six students (mean age = 11.54, SD = .91) participated in Study 1. Average times spent on different types of different type of computer games and the importance of social functioning of online games were determined. Average time spent per day on Massively Multiplayer Online Games (MMOGs), solitary computer games, handheld video games e.g. NDS, PSP, and home video consoles (e.g., Wii) were 2.38 hours (SD =2.21), 1.66 hours (SD =1.86), 1.25 hours, (SD =1.54), and .67 hours (SD =1.15), respectively. Social functioning of online games was positively correlated with life satisfaction of early adolescents. / Leung, Nga Man. / Adviser: Catherine McBride-Chang. / Source: Dissertation Abstracts International, Volume: 72-04, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 109-119). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

by Wu Yee Man. / Questionnaires in Chinese and English. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 135-141). / Acknowledgments --- p.i / Abstract --- p.ii / Table of contents --- p.iv / List of figures --- p.viii / List of tables --- p.ix / List of abbreviations --- p.xiii / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Background and strategy development --- p.3 / Chapter 2.1 --- Conceptual framework of food consumption behaviour --- p.3 / Chapter 2.2 --- What we know about the diet and health of Hong Kong adolescents --- p.5 / Chapter 2.3 --- Community care and nutrition education in Hong Kong --- p.13 / Chapter 2.4 --- Lessons from nutrition education research and programmes in other nations --- p.18 / Chapter 2.5 --- Conclusion --- p.22 / Chapter Chapter Three --- Methodology --- p.23 / Chapter 3.1 --- Subject selection --- p.23 / Chapter 3.2 --- Theoretical approach and study design --- p.23 / Chapter 3.3 --- Baseline survey --- p.26 / Chapter 3.3.1 --- Focus groups --- p.26 / Chapter 3.3.2 --- Survey instrument --- p.28 / Chapter 3.3.3 --- J Survey implementation: school selection and data collection --- p.29 / Chapter 3.4 --- Intervention programme --- p.31 / Chapter 3.4.1 --- Intervention design --- p.31 / Chapter 3.4.2 --- Intervention activities and their characteristics --- p.33 / Chapter 3.4.2.1 --- Activities and schedule --- p.33 / Chapter 3.4.2.2 --- Key characteristics --- p.34 / Chapter 3.5 --- Evaluation survey --- p.36 / Chapter 3.6 --- Data management and analysis methods --- p.37 / Chapter 3.6.1 --- Focus groups --- p.37 / Chapter 3.6.2 --- Baseline survey --- p.37 / Chapter 3.6.3 --- Intervention programme process evaluation --- p.38 / Chapter 3.6.4 --- Evaluation surveys --- p.38 / Chapter Chapter Four --- Results --- p.40 / Chapter 4.1 --- Focus groups --- p.40 / Chapter 4.1.1 --- General results --- p.40 / Chapter 4.1.2 --- Eating and drinking patterns --- p.42 / Chapter 4.1.3 --- Food knowledge and health awareness --- p.45 / Chapter 4.1.4 --- Food and nutrition promotion in school --- p.48 / Chapter 4.1.5 --- Miscellaneous results --- p.50 / Chapter 4.2 --- Baseline survey --- p.51 / Chapter 4.2.1 --- General subject description --- p.51 / Chapter 4.2.2 --- Eating and drinking patterns --- p.51 / Chapter 4.2.3 --- Food and nutrition knowledge --- p.58 / Chapter 4.2.4 --- Healthy weight maintenance --- p.63 / Chapter 4.2.5 --- Food and nutrition education --- p.67 / Chapter 4.2.6 --- Implications --- p.70 / Chapter 4.2.7 --- Brief summary --- p.70 / Chapter 4.3 --- Intervention programme process evaluation --- p.73 / Chapter 4.4 --- Student outcome evaluation --- p.76 / Chapter 4.4.1 --- General subject description --- p.76 / Chapter 4.4.2 --- Changes in eating and other health-related habits --- p.77 / Chapter 4.4.2.1 --- Breakfast habits --- p.77 / Chapter 4.4.2.2 --- Lunch habits --- p.81 / Chapter 4.4.2.3 --- Dinner habits --- p.87 / Chapter 4.4.2.4 --- Snack habits --- p.87 / Chapter 4.4.2.5 --- Other health-related habits --- p.90 / Chapter 4.4.3 --- Changes in food and nutrition knowledge --- p.93 / Chapter 4.4.4 --- Changes in food and nutrition attitude --- p.97 / Chapter 4.4.5 --- Education group student evaluation of the intervention programme --- p.102 / Chapter 4.4.6 --- Brief summary of student evaluation survey --- p.105 / Chapter 4.5 --- Intervention programme evaluation by the school principals and teachers --- p.110 / Chapter Chapter Five --- Discussion --- p.114 / Chapter Chapter Six --- Conclusions --- p.132 / References --- p.135 / Appendices / Chapter A --- Focus group discussion question guides --- p.A1 / Chapter B --- Baseline questionnaire --- p.A7 / Chapter C --- Weekly programme evaluation forms / School 1 --- p.A33 / School 2 --- p.A43 / Chapter D --- Intervention activity schedules / School 1 --- p.A53 / School 2 --- p.A63 / Chapter E --- Materials for intervention programme activities / Chapter (1) --- Body weight measurement & evaluation --- p.A73 / Chapter (2) --- Demonstration of BMI calculation --- p.A79 / Chapter (3) --- 'Fitness & health' self assessment test --- p.A85 / Chapter (4) --- 'Healthy eating' self assessment test --- p.A89 / Chapter (5) --- Tongue Twister --- p.A93 / Chapter (6) --- "Cross-word puzzles (junior, intermediate & senior levels)" --- p.A94 / Chapter (7) --- Story telling quiz --- p.A97 / Chapter (8) --- Lunch time games --- p.A99 / Chapter (9) --- Healthy foods in the school tuck shop --- p.A100 / Chapter (10) --- Short drama --- p.A101 / Chapter (11) --- Dr. Fit mailbox --- p.A102 / Chapter (12) --- Talk by a dietitian --- p.A112 / Chapter (13) --- "Inter-class nutrition quiz (junior, intermediate & senior levels)" --- p.A113 / Chapter (14) --- Inter-class bulletin board design contest --- p.A134 / Chapter (15) --- Leaflets --- p.A138 / Chapter (16) --- Pamphlet --- p.A141 / Chapter (17) --- Bulletin board exhibition --- p.A144 / Chapter (18) --- Magnet --- p.A145 / Chapter F --- Evaluation questionnaire (additional section) for students --- p.A146 / Chapter G --- Evaluation questionnaire for school principals and teachers / School 1 --- p.A151 / School 2 --- p.A155 / Chapter H --- Baseline survey result data from students --- p.A159 / Chapter I --- Evaluation survey result data from students --- p.A190 / Chapter J --- Evaluation survey result data from school principals and teachers --- p.A251

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Background. Adolescent antisocial behaviors are versatile in terms of their onset, severity, pervasiveness, continuity, and developmental outcomes. A substantial body of literature on developmental pathway of antisocial behaviors indicates that meaningful subtypes exist within these heterogeneous antisocial behaviors, rendering important implications to their etiology, causal mechanism and intervention. This study tests a taxonomy of antisocial behavior by examining whether different offending groups can be distinguished by their different group features including background risks and external correlates. First, two broad offending groups, i.e., the early-onset group and the adolescent-onset group were identified in a clinical sample of 118 adjudicated male adolescents based on age of onset of symptoms of Conduct Disorder. Further, two distinct subtypes, i.e. antisocial behavior associated with symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and antisocial behavior associated with callous-unemotional traits ii (CD traits), a defining feature of psychopathy, were hypothesized to coexist within the broad early-onset offending group, based on two lines of recent studies indicating ADHD and CD traits as important correlates of antisocial behaviors. These two subgroups were identified within the sample in this current study. / Conclusion. Different offending groups could be discerned by their distinctive associated group risks and deficits, giving evidence to different developmental pathways to antisocial behaviors. Implications to understanding and intervention of antisocial behaviors were discussed. / Method. Data were collected from 118 adjudicated male adolescents from a centralized probation facility in Hong Kong and 63 non-delinquent male control subjects from mainstream secondary schools, all aged between 12 and 17. Group comparisons and multinominal logistic regression were performed to test whether these offending groups could be distinguished by different background risks and deficits including variables pertaining to cognitive processes, family, parenting, and deviant peers, etc. / Results. The early-onset offending group could be differentiated from the adolescent-onset offending group by their association with adolescent adjustment iii difficulties, more background risks, ADHD diagnosis, and callous unemotional traits. The two early-onset subgroups, early-onset ADHD and early-onset CU traits group, shared similarities of having severer delinquency and poorer adolescent adjustment, but demonstrated differences in terms of disinhibitory processes. / Law, Yuen Wah Sonya. / Adviser: Patrick Wing-leung Leung. / Source: Dissertation Abstracts International, Volume: 73-04, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 265-289). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix in Chinese.