published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / Linguistics / Master / Master of Arts

by Sing Ming. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 161-171.

自千禧年開始，香港教育制度經歷了前所未有的轉變；其中，社區大學如雨後春筍般湧現，為未能通過大學聯合招生辦法升讀傳統大學的中學畢業生，另闢一條升學的出路。本研究利用個案研究法，探討本地副學士學生在經歷公開考試失敗之後，如何在社區學院獲取成功。參與是次研究的共有六名副學士學生，透過深入訪談，研究員蒐集了每一位受訪者賴以成功的重要因素，寫出六個成功的故事。在整理和分析資料的過程中，研究員利用開放式編碼以及編碼繪圖，找出類目和主題。研究結果顯示，令副學士學生達致成功的因素包括學校聯繫感、個人、社會以及院校因素。在學校聯繫感因素當中，以教師關懷以及同儕關係最為重要，而於個別個案中，積極參與課外活動亦為達致學業成功的重要因素。其他因素方面，學生的自主性及堅忍、學院的環境、課程和評核方法、來自家庭的支援以及個人信仰，均對學業成功有莫大影響。本研究具有理論價值及實際意義：在理論角度方面，本研究揭示副學士學生在學業上的成功，乃個人、社會與學校聯繫感的互動產物；在現實生活方面，本研究亦為社區學院的行政人員、教師及輔導員提供了幫助本地副學士學生邁向學業成功的方法，例如建立校園內的關愛文化及給予學生適切的支援和輔導等。最後，本文亦為其他相關的研究提出建議。 / The education system in Hong Kong has undergone some unprecedented changes. Since the turn of the millennium, community colleges have proliferated in the territory and offered an alternative path to higher education for many secondary school leavers who may fail to get a place at university via the traditional JUPAS scheme. By using the case study method, the present study investigates how community college students achieved academic success in an Associate Degree (AD) programme after experiencing serious failures in the public examinations. Six community college students were invited to the study, and an in-depth, face-to-face interview was conducted with each to collect data about factors that contributed to their academic success in AD to portray their unique success story. The data were analyzed by using open coding and cope mapping from which categories of codes and major themes were derived. The results of analysis suggest that factors that affected the academic success of community college students included school connectedness factors and other personal, social and institutional factors. For school connectedness factors, the specific contributing factors included teacher care, peer relationships and extra-curricular activities involvement. For other factors of success, students’ being autonomous and persevering, the campus environment, courses and assessment methods, the support from family and religious beliefs were found to be influential. The research study is important in both theoretical and practical sense in that community college success can be attributed to a combination of personal, social, institutional and school connectedness factors. Further, the study inspires how teachers, counsellors and community college administrators could help community college students to achieve academic success by creating a caring campus culture and providing appropriate assistance and guidance. Directions for future research in school connectedness and community college success are recommended and discussed. / Detailed summary in vernacular field only. / Lee, An Yee Queenie. / Thesis (Ed.D) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 407-435). / Abstracts also in Chinese.

by Wong Ho Yan Fanny. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 47-57). / Abstracts in English and Chinese. / TITLE PAGE --- p.i / ACKNOWLEDGEMENT --- p.ii / TABLE OF CONENTS --- p.iii / LIST OF TABLE AND FIGURES --- p.iv / ABSTRACT --- p.v / 論文摘要 --- p.vi / Chapter CHAPTER 1 - --- Introduction --- p.1 / Chapter CHAPTER 2 - --- Method --- p.25 / Chapter CHAPTER 3 - --- Results --- p.29 / Chapter CHAPTER 4 - --- Discussion --- p.37 / RERERENCES --- p.46

Tam, Kok-wing = 從質性研究探討中國香港女性大學生運動習慣的決定因素 / 譚玨穎. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 102-116). / Text in English; abstracts in English and Chinese. / Tam, Kok-wing = Cong zhi xing yan jiu tan tao Zhongguo Xianggang nü xing da xue sheng yun dong xi guan de jue ding yin su / Tan Jueying. / Abstract --- p.i / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.vii / List of Figures --- p.viii / Chapter CHAPTER ONE / Introduction --- p.1 / Background --- p.1 / Purpose of Study --- p.6 / Operational Definition of Terms --- p.6 / Assumptions --- p.7 / Delimitations --- p.8 / Limitations --- p.8 / Significance of the Study --- p.8 / Chapter CHAPTER TWO / Review of Literature --- p.10 / Psychological Aspects of Physical Activity --- p.10 / Theoretical Background --- p.10 / Reduction of Stress and Depression --- p.11 / Enhancement of Mood --- p.13 / Improvement in Self Concept --- p.14 / Higher Quality of Life --- p.15 / Reasons for Exercise Participation --- p.16 / Exercise Determinants --- p.17 / Research Related to the Determinants of Physical Activity --- p.18 / Personal Characteristics --- p.18 / Psychological and Behavioural Determinants --- p.19 / Environmental Determinants - Social factors --- p.21 / Environmental Determinants - Physical factors --- p.22 / Physical Activity Characteristics --- p.23 / Exercise Facilitators --- p.24 / Exercise Barriers --- p.24 / Gender --- p.25 / Decline of Young Adult Exercise Pattern --- p.27 / The Transtheoretical Model --- p.28 / Theoretical Background --- p.28 / The Five Stages of Change --- p.31 / Precontemplation Stage - --- p.31 / Contemplation Stage --- p.31 / Preparation Stage --- p.31 / Action Stage --- p.32 / Maintenance Stage --- p.32 / Research related to the Transtheoretical Model and physical activity --- p.33 / Summary --- p.35 / Chapter CHAPTER THREE / Method --- p.36 / Participants --- p.36 / Survey sample --- p.36 / Interview sample --- p.37 / Procedures --- p.37 / Surveying --- p.37 / In-depth interviewing process --- p.38 / Instrumentation --- p.39 / Questionnaire for the Survey Sample (818 students) --- p.39 / Exercise Stage Assessment --- p.39 / Interview guide for the interview sub-sample --- p.40 / Data Analysis --- p.42 / Questionnaire Analysis --- p.42 / Data analysis for the interview --- p.42 / Chapter CHAPTER FOUR / Results --- p.46 / The General Results from Exercise Stage Assessment --- p.46 / Background of the 15 Interviewees --- p.47 / Reasons for sedentary behaviour of the non-exercisers --- p.50 / Personal Characteristics --- p.52 / Psychological and Behavioural Determinants --- p.53 / Exercise Determinants - Physical aspects --- p.55 / Exercise Determinants - Social aspects --- p.58 / Physical Activity Characteristics --- p.60 / Reasons for the non-exercisers to change their sedentary behaviour- --- p.61 / Personal Characteristics --- p.62 / Psychological and Behavioural Determinants --- p.63 / Exercise Determinants - Physical aspects --- p.65 / Exercise Determinants - Social aspects --- p.66 / Physical Activity Characteristics --- p.67 / Reasons for the exercisers to be active --- p.67 / Personal Characteristics --- p.68 / Psychological and Behavioural Determinants --- p.70 / Exercise Determinants - Physical aspects --- p.72 / Exercise Determinants - Social aspects --- p.72 / Physical Activity Characteristics --- p.74 / Reasons for the exercisers to terminate their active behaviour --- p.75 / Personal Characteristics --- p.76 / Psychological and Behavioural Determinants --- p.76 / Exercise Determinants - Physical aspects --- p.78 / Exercise Determinants - Social aspects --- p.81 / Chapter CHAPTER FIVE / Discussion --- p.83 / Exercise Determinants in Personal Characteristics --- p.85 / Exercise Determinants in Psychological and Behavioural Dimensions --- p.89 / Exercise Determinants in Environmental - Physical aspects --- p.91 / Exercise Determinants in Environmental - Social aspects --- p.95 / Exercise Determinants in Physical Activity Characteristics --- p.96 / Summary and Conclusion --- p.97 / Recommendations --- p.100 / References --- p.102 / Appendix A --- p.117 / Appendix B --- p.119 / Appendix C --- p.120 / Appendix D --- p.122 / Appendix E --- p.124 / Appendix F --- p.126 / Appendix G --- p.128 / Appendix H --- p.130 / Appendix I --- p.131 / Appendix J --- p.133 / Appendix K --- p.135

Man Ka Yin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 44-54). / Abstracts in English and Chinese ; questionnaires in Chinese. / Chapter I --- Abstract / English version --- p.i / Chinese version --- p.iii / Chapter II --- Acknowledgement --- p.iv / Chapter III --- Table of Contents --- p.v / Chapter IV --- Introduction / Types of Emotions --- p.2 / Characteristics of Emotional Communication --- p.4 / Psychological Aspect: Personality --- p.7 / Social Aspect: Interaction Pattern --- p.10 / Cognitive Aspect: Communication Concerns --- p.12 / Objectives of the Present Study --- p.14 / Chapter V --- Method / Participants --- p.15 / Instruments --- p.15 / Procedure --- p.17 / Chapter VI --- Results / Reliability Analyses --- p.18 / Emotional Sharing --- p.18 / Predicting Emotional Sharing --- p.21 / Chapter VII --- Discussion / Sharing across the Eight Types of Emotions --- p.28 / Factors Underlying Different Types of Emotional Sharing --- p.29 / Limitation and Further Studies --- p.40 / Implications --- p.41 / Chapter VIII --- References --- p.44 / Chapter IX --- Footnotes --- p.55 / Chapter X --- Tables --- p.56 / Chapter XI --- Figure --- p.65 / Chapter XII --- Appendices / Questionnaire (Chinese version) --- p.Appendix 1 / Zero-order Correlation Results --- p.Appendix 2

published_or_final_version / Mental Health / Master / Master of Social Sciences

published_or_final_version / Social Work / Master / Master of Social Sciences

Little research has been undertaken investigating e-portfolios as a strategy in the development of self-directed learning skills in young learners. This dissertation aims to contribute to this area of research. Self-directed learning is considered an important skill in assisting learners to prepare for a future where the skill set required is undetermined for many roles. Eportfolios have been shown to assist students in development of their reflective thinking and self-assessment skills. Self-assessment and reflection are both key skills in selfdirected learners. Research into e-portfolios has primarily been focused at tertiary level and has not focused on the development of the indicators of self-directed learning. This study is a qualitative case study of four Year 1 students which takes place over three months at a private international school in Hong Kong. The intervention (eportfolio) was introduced into the context of expressive oral reading. Each student produced an e-portfolio documenting their learning. The indicators of self-directed learning were assessed prior to the intervention, during and post intervention through interviews, document and observations. Results strongly indicated that e-portfolios were effective in developing selfdirected learning skills. In particular there was a clear emergence of the indicators intrinsic motivation, self-assessment, ownership of learning and celebration of learning. Surprisingly creativity, self-confidence, and self-esteem also emerged to significant levels. It was concluded that e-portfolios were an effective way to develop self-directed learning skills. It is recommended that e-portfolios are used with young learners as an effective way of engaging students in their own learning process. / published_or_final_version / Education / Master / Master of Science in Information Technology in Education