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Rethinking information literacy: a study of Hong Kong studentsChan, Yuen-chin, Mandy., 陳婉千. January 2003 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education
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Nutritional status and dietary habits of university students石淑零, Shek, Suk-ling. January 2001 (has links)
published_or_final_version / Zoology / Master / Master of Philosophy
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A linguistic analysis of the Chinese expressions invented on the internet: college students language attitudestowards such expressions in Beijing, Hong Kong and TaiwanLin, Sumi., 林舒蜜. January 2006 (has links)
published_or_final_version / abstract / Linguistics / Master / Master of Arts
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The effects of student involvement and college environment onstudents' learning and living experience at world-class university: a comparative case study of the Universityof Hong Kong (HKU) and Shanghai Jiao Tong University (SJTU)Chan, Yew-hung, Roy., 陳佑雄. January 2011 (has links)
This comparative research examined the effects of student involvement and college environment on students’ learning and living experience delivered by two aspiring world-class universities in Hong Kong and Shanghai. Few studies have shown how the levels of student involvement and college environment can benefit students at world-class institution. Earlier research done by Pascarella (1985) suggested that college environment impact students’ learning and living experience. Research in the field has also shown that through adequate campus facilities and campus resources, college student interaction and involvement can be promoted.
Adapting a quantitative research approach, this comparative case-study utilizes the “Student Involvement Survey” from Ohio State University(OSU) and the “Student Satisfaction Study” from Birmingham City University(BCU) to examine students’ learning and living experience at aspiring world-class institutions. The study was conducted at two major research institutions from the Universitas 21 network: The University of Hong Kong (HKU) and Shanghai Jiao Tong University(SJTU). The finding indicated that: a) student involvement (academic and social) affect students’ learning and living experience, b) college environment (academic, campus, and interpersonal) affect students’ learning and living experience, and c) students’ learning and living experience impact the making of world-class universities in China.
The study extends from earlier research on student involvement and college environment from the U.S. and the U.K. into China’s modern higher education. The results of this research suggest that student involvement and college environment plays a salient effect on Chinese students’ learning and living experience and its overall developmental plan for world-class universities in China. In the end, the researcher provides senior administrators, policy makers and student affairs practitioners a few recommendations to further create an educationally powerful environment and experience for all students at aspiring world-class institution in China. / published_or_final_version / Education / Master / Master of Education
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Perceptions, attitudes, and decisions of community college students inHong Kong: does socioeconomic backgroundmatter?Huang, Yuan-Yi, Wanda., 黃婉儀. January 2003 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Education
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Help seeking tendency in situation of threat to self-esteem and face-losingWang, Hong, 王紅 January 2002 (has links)
published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy
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A longitudinal study on daily hassles, dysfunctional attitudes and depression among Chinese college students in Hong Kong.January 1995 (has links)
by Wong Chi Kin, Max. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 80-89). / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / LIST OF APPENDICES --- p.ix / Chapter CHAPTER I - --- INTRODUCTION --- p.1 / The concept of stress --- p.1 / Daily hassles and Depression --- p.3 / Beck's cognitive theory --- p.7 / Alternative Etiologies model --- p.13 / Symptom model --- p.14 / Interactional Alternative Etiologies model and Symptom models --- p.17 / Chinese Studies --- p.19 / Purpose of the present study --- p.20 / Improvement over past studies --- p.20 / Chapter CHAPTER II - --- METHOD --- p.22 / Subjects --- p.22 / Instruments --- p.22 / Procedure --- p.24 / Chapter CHAPTER III - --- RESULTS --- p.26 / Attrition analysis --- p.26 / Analysis of demographic and time effects --- p.26 / Reliabilities of measures --- p.32 / Interrelations of measured variables --- p.32 / Multiple regression analysis --- p.34 / Two-wave longitudinal path analysis --- p.38 / Chapter CHAPTER IV - --- DISCUSSION --- p.68 / Time effect --- p.68 / Stability of measured variables --- p.68 / Beck's cognitive theory of depression --- p.69 / Alternative etiological model --- p.71 / Revised symptom model --- p.72 / Interaction between daily hassles and depression --- p.75 / Limitations --- p.76 / Research implication --- p.77 / Clinical implication --- p.78 / Conclusion --- p.79 / REFERENCES --- p.80 / APPENDICES --- p.89
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Thinking styles and experiential learning among first-generation university students from low income familiesChan, Ching-yee., 陳靜怡. January 2011 (has links)
The purpose of this study was to investigate the effect of experiential learning on thinking styles among first-generation university students from low income families. 93 students were administered Thinking Style Inventory-Revised II (TSI-R2, Sternberg, Wagner & Zhang, 2007) (TSI) and Coopersmith Self-Esteem Inventory-Adult Form (SEI-A). To examine the effect of experiential learning experience on thinking styles, participants responded to the TSI and SEI-A twice and reported the number of extra-curricular activities they joined over a 5-month period. It was found that experiential learning experience was positively correlated with more complex and creativity-generating thinking styles and higher levels of self-esteem for female students and in fact the aforementioned thinking styles were desirable and preferred for students. Findings of this study indicated that different kinds of extra-curricular activities were statistically significant for contributing to the development of certain thinking styles. Such as Volunteering contributed to the Judicial style, Exchange programme facilitated the development of the Hierarchical style and Internship discouraged the Conservative style development. Implications of these findings for teachers were discussed. / published_or_final_version / Education / Master / Master of Education
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Political socialization and critical thinking: their influence of Hong Kong and Mainland Chineseuniversity students' attitudes toward the nationFairbrother, Gregory P., 方睿明. January 2002 (has links)
The Best PhD Thesis in the Faculties of Architecture, Arts, Business & Economics, Education, Law and Social Sciences (University of Hong Kong), Li Ka Shing Prize, 2001-2003. / published_or_final_version / abstract / toc / Curriculum and Educational Studies / Doctoral / Doctor of Philosophy
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Towards a model of learning outcomes for Hong Kong Chinese tertiary students: a casual modeling investigation ofattributions, self-concept, learning approaches and achievementDrew Lai, Po-yin, Miranda., 黎寶燕. January 1998 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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