published_or_final_version / Psychology / Doctoral / Doctor of Philosophy

published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

published_or_final_version / Urban Planning / Master / Master of Science in Urban Planning

Based on the attachment theory (Bowlby, 1969) and the dual filial piety model (Yeh, 1997, 2003), this study aimed at investigating the effects of the attachment relationship and filial piety on career commitment process of Chinese university students. One thousand one hundred and seventy-twelve (N=1172) Chinese university students from three different regional Chinese groups participated in this study. These three regional groups included the Hong Kong local students (called Hong Kong group; n=421), Chinese mainland students studying in Hong Kong (called Hong Kong Mainland group; n=397) and the Chinese mainland students from Beijing (called Beijing group; n=354). The participants completed questionnaires measuring the attachment relationship towards fathers and mothers, filial piety (reciprocal and authoritarian types), and career commitment process (vocational exploration and commitment and tendency to foreclose). / Based on the MANOVA and ANOVA analyses, main effects of gender and regional group on attachment, filial piety and career commitment were found in this study. For gender differences, female scored significantly higher on the mother attachment and the reciprocal filial piety while male scored significantly higher on the tendency to foreclose. For regional group differences, the Hong Kong Mainland group and Beijing group scored significantly higher on the father attachment, mother attachment and the reciprocal filial piety than the Hong Kong group. The Hong Kong group scored significantly higher on tendency to foreclose than the Hong Kong Mainland group. The Beijing group scored significantly higher on tendency to foreclose than the Hong Kong Mainland group. / Three hypothesized models were proposed to explore the relationships among attachment relationship, filial piety and career commitment process. Structural equation modeling was conducted and found that the proposed models met the predetermined overall fit criteria and fit well across the total sample, the gender groups and the three regional subgroups (Hong Kong, Hong Kong-Mainland, and Beijing). Finding from the structural equation modeling analysis showed that only mother attachment marginally predicted the tendency to foreclose. In addition, the current findings showed that only authoritarian filial piety negatively predicted vocational exploration and commitment and positively predicted tendency to foreclose. / The theoretical, research and counseling implications of the findings, as well as future research directions are discussed. / 建基於依戀理論(Bowlby, 1969)及雙孝道模型(Yeh, 1997, 2003)，本研究旨在探討依戀關係及孝道觀念如何影響大學生之職業選擇承諾，一千一百七十二位大學生參與是次研究，包括四百二十一位來自香港的大學生，三百九十七位來自中國而於香港大學就讀的大學生及三百五十四位於北京就讀大學的大學生。學生以問卷方式回答有關探討依戀關係，孝道觀念及職業選擇承諾之量表。研究結果顯示，性別及地區組別於依戀關係，孝道觀念及職業選擇承諾是有顯著分別;母親依戀能預測封閉傾向，權威性孝道能預測承諾傾向及封閉傾向。另外，結構模型分析顯示本文所提出之模型於總組別，性別組別及地區組別能達致預設的滿意擬合結果。最後，對本研究在生涯理論實證研究及輔導實踐的意義進行了闡述，並對未來研究方向作出了展望。 / Hon, Suet. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 124-140). / Abstracts also in Chinese; appendixes includes Chinese. / Title from PDF title page (viewed on 03, January, 2017). / Detailed summary in vernacular field only.

莫麗明. / 打字複印本. / Thesis (M.A.)--香港中文大學硏究院新聞與傳播學部. / Da zi fu yin ben. / Includes bibliographical references (leaves 97-102). / Mo Liming. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan xin wen yu chuan bao xue bu. / Chapter 第一章 --- 導論 --- p.1 / Chapter 一、一 --- 前言 --- p.2 / Chapter 一、二 --- 研究目的及範圍 --- p.3 / Chapter 一、三 --- 基本概念 --- p.4 / Chapter 一、四 --- 研究之問題 --- p.6 / Chapter 一、五 --- 研究的特點及限制 --- p.6 / Chapter 一、六 --- 囘顧「一九九七」 --- p.7 / Chapter 第二章 --- 文獻同顧一處境理論 --- p.12 / Chapter 二、一 --- 處境理論簡介 --- p.13 / Chapter 二、二 --- 處境變項和認知處境的類型 --- p.14 / Chapter 二、二、一 --- 問題的認知 --- p.14 / Chapter 二、二、二 --- 問題限制的認知 --- p.15 / Chapter 二、二、三 --- 問題的關切性 --- p.17 / Chapter 二、二、四 --- 参考準則 --- p.18 / Chapter 二、三 --- 傳播行為 --- p.19 / Chapter 二、四 --- 認知類型的傳播行為 --- p.22 / Chapter 二、四、一 --- 認知處境的類型 --- p.22 / Chapter 二、四、二 --- 樂觀型的傳播行為 --- p.24 / Chapter 二、四、三 --- 拘束型的傳播行為 --- p.24 / Chapter 二、四、四 --- 常規型的傳播行為 --- p.25 / Chapter 二、四、五 --- 悲觀型的傳播行為 --- p.25 / Chapter 二、四、六 --- 問題關切性對認知類型的傳播行為之影响 --- p.25 / Chapter 二、四、七 --- 参考架構對認知類型的傳播行為之影响 --- p.26 / Chapter 第三章 --- 研究方法 --- p.27 / Chapter 三、一 --- 基本概念的運作定義 --- p.28 / Chapter 三、二 --- 研究假設 --- p.29 / Chapter 三、二、一 --- 認知類型與傳播行為 --- p.30 / Chapter 三、二、二 --- 問題的關切性與類型的傳播行為 --- p.31 / Chapter 三、二、三 --- 内在参考架構與類型的傳播行為 --- p.31 / Chapter 三、三 --- 測量方法一問卷設計 --- p.32 / Chapter 三、四 --- 抽樣 --- p.34 / Chapter 三、五 --- 資料搜集 --- p.35 / Chapter 三、六 --- 分析方法 --- p.36 / Chapter 笫四章 --- 研究結果 --- p.38 / Chapter 四、一 --- 選樣學生的基本特徵 --- p.39 / Chapter 四、一、一 --- 學生的背景資料 --- p.39 / Chapter 四、一、二 --- 學生對四個處境變項的認知程度 --- p.41 / Chapter 四、一、三 --- 學生的傳播行為 --- p.47 / Chapter 四、二 --- 四種類型的學生分佈及特徵 --- p.52 / Chapter 四、二、一 --- 四種類型的學生分佈情況 --- p.52 / Chapter 四、二、二 --- 不同類型學生的背景資料 --- p.53 / Chapter 四、二、三 --- .不同類型學生對處境變項之認知程度 --- p.56 / Chapter 四、三 --- 不同類型學生的傳播行為 --- p.59 / Chapter 四、三、一 --- 接觸新聞的頻密程度 --- p.59 / Chapter 四、三、二 --- 留意「九七」新聞内容的詳細程度 --- p.62 / Chapter 四、三、三 --- 使用傳媒的頻密程度 --- p.63 / Chapter 四、三、四 --- 傳媒的有效程度 --- p.65 / Chapter 四、三、五 --- 小結 --- p.66 / Chapter 四、四 --- 問題關切性、政治態度、政治興趣對於樂觀型、拘束型兩類學生傳播行為之影响 --- p.67 / Chapter 四、四、一 --- 類型與問題的關切性 --- p.67 / Chapter 四、四、二 --- 類型與政治態度 --- p.68 / Chapter 四、四、三 --- 類型與政治興趣 --- p.69 / Chapter 四、四、四 --- 小結 --- p.70 / Chapter 第五章 --- 研究結果摘要及討論 --- p.72 / Chapter 五、一 --- 樂觀、拘束二型的分佈 --- p.73 / Chapter 五、二 --- 樂觀、拘束二型學生的傳播行為 --- p.74 / Chapter 五、二、一 --- 接觸新聞的頻密程度 --- p.74 / Chapter 五、二、二 --- 留意「九七」新聞及《聯合聲明》内容的詳細程度 --- p.77 / Chapter 五、二、三 --- 使用傳媒的頻密程度 --- p.79 / Chapter 五、二、四 --- 傳媒的有效程度 --- p.81 / Chapter 五、三 --- 干涉變項對樂觀，拘束二型學生的傳播行為之影响 --- p.83 / Chapter 五、三、一 --- 問題的關切性 --- p.83 / Chapter 五、三、二 --- 對中共的政治態度 --- p.84 / Chapter 五、三、三 --- 對政治的興趣 --- p.84 / Chapter 笫六章 --- 總結及建議 --- p.92 / Chapter 六、一 --- 總結 --- p.93 / Chapter 六、二 --- 建議 --- p.94 / 參考書目 --- p.96 / Chapter 附錄I --- 圖表 --- p.103 / Chapter 附錄II --- 問卷 --- p.136

Lee, Shuk Ling Candy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 180-193). / Abstracts in English and Chinese; appendix C also in Chinese. / Abstract --- p.i / Abstract in Chinese --- p.iii / Acknowledgment --- p.iv / Table of contents --- p.v / List of tables --- p.viii / List of figures --- p.ix / Chapter Chapter 1 --- Introduction / Chapter 1.1. --- Background of this study --- p.1 / Chapter 1.2. --- Purpose of this study --- p.4 / Chapter 1.3. --- Scope and delimitation --- p.4 / Chapter 1.4. --- Organization of thesis --- p.5 / Chapter Chapter 2 --- Literature Review / Chapter 2.1. --- Introduction --- p.8 / Chapter 2.2. --- Rape as a sexual offense --- p.8 / Chapter 2.2.1. --- The legal definition of rape --- p.9 / Chapter 2.2.2. --- The social definition of rape --- p.12 / Chapter 2.3. --- Rape myths --- p.13 / Chapter 2.3.1. --- The victim is lying --- p.15 / Chapter 2.3.2. --- The intercourse was consensual --- p.17 / Chapter 2.3.3. --- No damaged was done to the victim --- p.18 / Chapter 2.3.4. --- The victim is blamed --- p.20 / Chapter 2.4. --- Rape myths for male victims only --- p.22 / Chapter 2.4.1. --- "Outside of prisons, male rapes are impossible" --- p.22 / Chapter 2.4.2. --- Rapists and victims are homosexuals --- p.25 / Chapter 2.4.3. --- Males victims are weak --- p.26 / Chapter 2.5. --- Dyadic differences in attribution of rape myths --- p.27 / Chapter 2.6. --- Rape myths in Hong Kong --- p.30 / Chapter 2.7. --- Secondary victimization --- p.32 / Chapter 2.7.1. --- Post-traumatic stress disorder --- p.34 / Chapter 2.7.2. --- Underreporting of rape --- p.35 / Chapter 2.8. --- Conversational practice --- p.38 / Chapter 2.9. --- Metaphor and rape ´ب --- p.44 / Chapter 2.10. --- Summary --- p.49 / Chapter Chapter 3 --- Method / Chapter 3.1. --- Introduction / Chapter 3.2. --- Research questions --- p.51 / Chapter 3.3. --- Research design --- p.52 / Chapter 3.3.1. --- Research procedures --- p.52 / Chapter 3.3.2. --- Participants --- p.53 / Chapter 3.3.3. --- Research setting --- p.55 / Chapter 3.3.4. --- Materials --- p.55 / Chapter 3.4. --- The vignette method --- p.56 / Chapter 3.5. --- Data analysis --- p.61 / Chapter 3.6. --- Feminist standpoint --- p.62 / Chapter 3.7. --- Triangulation --- p.62 / Chapter 3.8. --- Summary --- p.62 / Chapter Chapter 4 --- Results and discussion: Dyadic differences / Chapter 4.1. --- Introduction --- p.64 / Chapter 4.2. --- Summary of the goal and procedure of the study --- p.64 / Chapter 4.3. --- Overview of rape myths --- p.65 / Chapter 4.4. --- Dyadic differences --- p.66 / Chapter 4.4.1. --- Distribution of rape myths 一 female rape --- p.66 / Chapter 4.4.2. --- Distribution of rape myths 一 male rape --- p.68 / Chapter 4.4.3. --- Conversational practices --- p.73 / Chapter 4.4.3.1. --- Who dominates the floor? --- p.73 / Chapter 4.4.3.2. --- Male pauses between turns --- p.79 / Chapter 4.4.3.3. --- The effect of the research context --- p.82 / Chapter 4.5. --- Summary --- p.83 / Chapter Chapter 5 --- Results and discussion: Female rape talk / Chapter 5.1. --- Introduction --- p.85 / Chapter 5.2. --- Rape myths in detail --- p.85 / Chapter 5.2.1. --- Rape myth 1: The victim is lying --- p.86 / Chapter 5.2.1.1. --- Women are evil --- p.87 / Chapter 5.2.1.2. --- Women take pride of their sex appeal --- p.89 / Chapter 5.2.1.3. --- Rape is an easy accusation to make --- p.90 / Chapter 5.2.1.4. --- Rape is a shame and should be concealed from anyone --- p.93 / Chapter 5.2.1.5. --- Discussion --- p.94 / Chapter 5.2.2. --- Rape myth 2: The intercourse was consensual --- p.95 / Chapter 5.2.2.1. --- "Women never mean ""no""" --- p.96 / Chapter 5.2.2.2. --- Victims must have struggled hard --- p.97 / Chapter 5.2.2.3. --- Discussion --- p.98 / Chapter 5.2.3. --- Rape myth 3: No damage was done to the victim --- p.99 / Chapter 5.2.3.1. --- Raped women are impure --- p.100 / Chapter 5.2.3.2. --- Rape has done no damage to dissolute women --- p.101 / Chapter 5.2.3.3. --- Discussion --- p.102 / Chapter 5.2.4. --- Rape myth 4: The victim is blamed --- p.103 / Chapter 5.2.4.1. --- The public sphere is dangerous to females --- p.104 / Chapter 5.2.4.2. --- Victims are accused of their reckless behaviors --- p.107 / Chapter 5.2.4.3. --- Good things happen to good people; bad things happen to bad people --- p.112 / Chapter 5.2.4.4. --- Discussion --- p.113 / Chapter 5.3. --- Summary --- p.116 / Chapter Chapter 6 --- Results and discussion: Male rape talk / Chapter 6.1. --- Introduction --- p.119 / Chapter 6.2. --- Male rape myths in detail --- p.119 / Chapter 6.2.1. --- Rape myth 1: Outside of prisons，male rape cannot happen --- p.119 / Chapter 6.2.1.1. --- Male rape is unexpected --- p.120 / Chapter 6.2.1.2. --- The male victim is relatively blameless --- p.122 / Chapter 6.2.1.3. --- Discussion --- p.124 / Chapter 6.2.2. --- Rape myth 2: Rapists and victims are homosexuals --- p.125 / Chapter 6.2.2.1. --- The rapist is homosexual because rape is a sexually motivated crime --- p.126 / Chapter 6.2.2.2. --- Male victims are construed as feminine --- p.129 / Chapter 6.2.2.3. --- Homophobia --- p.132 / Chapter 6.2.2.4. --- Discussion --- p.134 / Chapter 6.2.3. --- Rape myth 3: Male victims are weak --- p.136 / Chapter 6.2.3.1. --- Males should have the ability to resist --- p.136 / Chapter 6.2.3.2. --- Male rape victims are of young age --- p.138 / Chapter 6.2.3.3. --- Discussion --- p.139 / Chapter 6.3. --- Summary --- p.140 / Chapter Chapter 7 --- Results and discussion: Metaphors in rape talk / Chapter 7.1. --- Introduction --- p.142 / Chapter 7.2. --- Metaphors --- p.142 / Chapter 7.2.1. --- Female rape is science; male rape is supernatural --- p.143 / Chapter 7.2.2. --- The rapist is a wolf; rape is preying; the victim is a prey --- p.146 / Chapter 7.2.3. --- The act of rape is holding in the hand --- p.149 / Chapter 7.2.4. --- Rape is war --- p.151 / Chapter 7.3. --- Discussion --- p.152 / Chapter 7.4. --- Summary --- p.158 / Chapter Chapter 8 --- Conclusion / Chapter 8.1. --- Introduction --- p.150 / Chapter 8.2. --- Summary --- p.160 / Chapter 8.2.1. --- How do Hong Kong students of mixed- and same-sex dyads talk about rape? --- p.160 / Chapter 8.2.2. --- How are rape myths constructed through conversations of dyads about female and male rape? --- p.162 / Chapter 8.2.3. --- What metaphors do the dyads use when discussing rape? --- p.166 / Chapter 8.3. --- Limitation --- p.168 / Chapter 8.4. --- Contributions --- p.169 / Chapter 8.5. --- Recommendations --- p.172 / Chapter 8.6. --- Suggestions for further research --- p.176 / References --- p.180 / Appendices / Appendix A Participant information --- p.194 / Appendix B Personal information questionnaire --- p.200 / Appendix C The vignettes --- p.201 / Appendix D Consent form --- p.203

Kam, Chun Seng. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 27-33). / Abstracts in English and Chinese. / Acknowledgements --- p.2 / Abstract --- p.3 / 摘要 --- p.4 / Table of Contents --- p.5 / List of Tables --- p.6 / List of Figures --- p.7 / Chapter Chapter One: --- Introduction --- p.8 / Brief introduction to Past Literature on Asian Self-Enhancement --- p.8 / Two Conflicting Views on Asian Self-Enhancement --- p.9 / Self-Enhancement with Temporal Appraisal --- p.11 / Aims and Overview of the Studies --- p.12 / Chapter Chapter Two: --- An Empirical Study --- p.14 / Method --- p.14 / Results --- p.15 / Chapter Chapter Three: --- General Discussion --- p.22 / Summary and Importance of the Current Findings --- p.22 / Why Didn't Participants Self-Enhance for their Close Others? --- p.23 / Do Different Operationalizations of Self-Enhancment Yield Different Findings? --- p.23 / Future Directions and Conclusion --- p.25 / Footnotes --- p.26 / References --- p.27

Offshore programs have become increasingly popular in countries that are experiencing rapid economic growth and rising demand for higher education. There is no doubt that China is one of the largest markets for offshore programs. However, the offshore program market in China has become increasingly competitive. Currently, institutions from the USA, the UK, and Australia, to name just a few, are offering offshore programs ranging from the professional diploma level to higher degrees such as MA, MBA and PhD. Therefore, understanding how Chinese students select an offshore program is important for competing and surviving in this market place. This study examines the effects of image (i.e., country image and higher education image), attitude, subject norm and perceived behavior control (adopted from Ajzen's theory of planned behavior) in Chinese students' enrollment intentions towards offshore programs from Australia, the UK and the USA respectively. A total number of 1291 valid questionnaires were collected from China for this study. Structural Equation Modeling (SEM) method was used for data analyses and modeling. This PhD's several major findings have significant theoretical and practical implication. One of the major findings was that country image or its related higher education image doesn't have significant effect on an offshore program evaluation in China. This finding has contradicted most previous studies which suggested that country image had significant impact on whether a consumer purchases the products or brands from a foreign country. The difference between this study and the other country-image studies may be due to the fact that this study studied multiple factors besides country image, while the other studies looked at only the effect of country image on purchasing intention. Although country image or higher education image did not play any significant role in offshore program enrollments, this study found that the image of the partnering or local institution had a significant effect on enrollment intention. Because Chinese students are unfamiliar with a foreign country or their higher education system, they relied heavily on the local institution (e.g., its reputation and quality) to evaluate an offshore program. The findings with respective to image have challenged most previous studies on country image and open a new arena for looking at the effect of country image in behavioral intention. Practically speaking, these findings make universities rethink their offshore program strategies in foreign countries, particularly developing countries. Most university marketers from western countries emphasize on the characteristics of its own (such as the history of the university, the quality of research) when promoting its offshore program overseas. However, this study suggested that the focus should be placed on selecting a good and suitable local partner, as well as emphasizing the characteristics of the local partner. Other major findings were related to the Theory of Planned behavior. This study found that all three components of the TPB, namely, attitude towards the program, subject norm and perceived behavior control had significant effects on enrollment intention. This suggested that for predicting behavioral intention in educational program enrollment, the TPB is a very powerful model.

published_or_final_version / Real Estate and Construction / Doctoral / Doctor of Philosophy

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