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

This is a qualitative research project conducted on children in institutional care who have incarcerated parent(s) in China with the purpose of exploring the subjective living experiences and self-identity of these children. A homogeneous sample of seventeen children in institutional care who have incarcerated parents, a sample of seven institutional staff, three school teachers, and four family members who were these children’s previous caregivers, were included according to purposive sampling procedures. This study employed narrative analysis as the method used to analyze the data collected through semi-structured in-depth interviews. / With the assumption that identity formation is a process of social construction, the study proposes a theoretical framework consisting of Chinese social and cultural contexts, the family, the societal context, and the children’s subjective experience and identity. This comes after a comprehensive review of the literature on empirical services, polices, and research on children with incarnated parents, theories concerning identity and identity development, and the dominant ideologies about incarceration in the Chinese context. / This study finds that parental incarceration eventually changes these children’s lives so that they suffer helplessness, abandonment and uncertainty. Grateful feelings emerge when they enter a charitable institution that provides them with a relatively stable and secure living environment. There children are referred to or refer to themselves as “children of the institution”. This public label covers their status as inferior, as service recipients of an institution, and the misunderstood status of “orphan. These children develop paradoxical feelings towards these different labels and their self-identity is actually incarcerated in the parent-child relationship along with the incarcerated parents. The internalized ignominy of being children of incarcerated parents further enhances their feeling of inferiority as service recipients of an institution. / To understand the self-identity of these institutionally reared children with incarcerated parents (CIP), as well as its formation process in the Chinese socio-cultural context, the study develops a model that includes elements such as the Chinese moral censure of criminals, familial belief, and the individual-familial responsibility and the concept of “Bao”. These three ideas not only directly impact these children’s self-identity, but also comprise the basis for discourses in the three sub-contexts in which these children derive their living experiences and develop their self-identities. These socio-cultural beliefs are generally held by actors in various situations, and cultural messages are conveyed to these children by those actors through interaction with the children, and these cultural messages shaped the children’s’ subjective experiences and identities. / Based on the findings of this research, the researcher proposes suggestions for social works services for children with incarcerated parents from both micro and macro perspectives, and suggests directions for future research. / 置身中國社會文化語境、以建構主義為理論嚮導，本是一項探索機構照料的服刑人員子女的主觀生活經驗和身份認同及其形成過程為目敘事研究。通對以往服刑人員子女相關務與研究、身份認同理論以及中國社會於"服刑"的敘說進行較為全面回顧與梳理，研究者提出一個囊括中國文化、家庭、社會語境、機構環境及服刑人員子女主觀經驗的互動過程框架用以指導研究。該研究採用目的抽樣，從中國大陸某專門資助、代養服刑人員未成年子女的民間慈善機構選取符合條件的17名服刑人員子女 、7名機構工作人員 、3名學校老師和4名兒童親屬。 通過半結構化的深入訪談收集資料，使用 Nvivo 軟件對訪談資料進行細緻編碼，最後總結顯著主題并撰寫報告。 / 該研究發現，父母服刑給其子女帶來諸多負面後果。被訪兒童在父母服刑后都經歷生活困難、無助與被拋棄，由此產不安全感。入住該機構，他們遇上相對穩定全的生活，也自賦或被予一個“公共身份” —— 機構的孩子。對這一身份他們有著複雜而糾結的情感，一方面這身份昭示其作為服務受助者低人一等并隱含被誤解為“孤兒”的尷尬；另一方面，這公共身份也像個保護傘，使其"服刑人員子女”這一身份在某種程度上得以掩蓋。他們都強烈感知并內化作為服刑子女的羞恥以及作為服務受助者的低人一等。從此意義而言，他們自我被禁錮其中。 / 文章最後得出包含社會化因素、主流言論、家庭、機構以及服刑人員子女等因素的多方互動模型用以呈現和解釋他們主觀生活經驗與自我身份認同及其形成過程。中國社會三個主要觀點 —— 對罪犯的道德譴責、家庭主義和個人、家庭主義和個人 -家庭負責的福利理念、報 —— 相互作用，共同造就社會主流論述對服刑人員子女的歧視、 家庭成員的羞恥感以及機構中對於恩回報期待；進而，服刑人子女通過與這三個系統中的人進行互動，也感知和內化對他們負面看法，形塑主觀經驗和身份認同。 / 基於這些發現，本文在最後就服刑人員子女社會服務改善提出建議，認為微觀層面，機構應該改變服務理念；而在宏觀層面，政府應該介入，且整個社會文化的導向也應該有所調整。本文最后指出未來研究的可能方向。 / Xia, Lili. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 269-296). / Abstracts and appendixes also in Chinese. / Title from PDF title page (viewed on 20, December, 2016). / Xia, Lili. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only.

by Leung Wing-man Winnie. / Include questionnaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 153-165). / Acknowledgements --- p.i / Abstract --- p.ii / Table of Contents --- p.iv / List of Tables --- p.viii / List of Figure --- p.x / Chapter CHAPTER ONE --- INTRODUCTION / Chapter 1.1 --- Background of the Problem --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.4 / Chapter 1.3 --- Significance of the Study --- p.6 / Chapter CHAPTER TWO --- LITERATURE REVIEW / Chapter 2.1 --- Single-sex vs. Co-educational Schooling --- p.9 / Chapter 2.2 --- Self-concept --- p.13 / Chapter 2.2.1. --- Definition of Self-concept --- p.15 / Chapter 2.2.2 --- Structure of Self-concept --- p.17 / Chapter 2.2.3 --- Sex Effects in Self-concept --- p.20 / Chapter 2.3 --- Sex-role Orientation --- p.23 / Chapter 2.3.1 --- Definitions --- p.23 / Chapter 2.3.2 --- Development of Sex-role Orientation --- p.25 / Chapter (a) --- Family --- p.25 / Chapter (b) --- School --- p.26 / Chapter 2.3.3 --- Structure of Sex-role Orientation --- p.29 / Chapter 2.3.4 --- Effects of Sex-role Orientation --- p.31 / Chapter 2.4 --- "Single-sex vs. Co-educational schooling, Self-concept, and Sex-role Orientation" --- p.34 / Chapter 2.4.1 --- Self-concept and Single-sex vs. Co-educational School- ing --- p.35 / Chapter 2.4.2 --- Sex-role Orientation and Single-sex vs. Coeducational Schooling --- p.37 / Chapter 2.4.3 --- Self-concept and Sex-role Orientation --- p.39 / Chapter 2.4.4 --- "Sex-role Orientation, Self-concept, Single-sex vs Co-educational Schooling" --- p.40 / Chapter 2.5 --- Summary --- p.43 / Chapter CHAPTER THREE --- METHODOLOGY / Chapter 3.1 --- Definitions --- p.46 / Chapter 3.1.1 --- School Type --- p.46 / Chapter 3.1.2 --- Self-concept --- p.46 / Chapter 3.1.3 --- Sex-role Orientation --- p.48 / Chapter 3.1.4 --- Academic Achievement --- p.48 / Chapter 3.1.5 --- Family Socio-Economic Status --- p.49 / Chapter 3.1.6 --- Social Exchange with Opposite Sex Peers --- p.49 / Chapter 3.2 --- Research Hypotheses --- p.50 / Chapter 3.3 --- Instruments --- p.53 / Chapter 3.3.1 --- Pilot Study --- p.55 / Chapter 3.3.2 --- Main Study --- p.57 / Chapter 3.4 --- Subjects --- p.58 / Chapter 3.5 --- Procedures --- p.61 / Chapter 3.6 --- Limitations --- p.61 / Chapter 3.7 --- Data Analysis --- p.62 / Chapter 3.7.1 --- School Type and Sex-role Type effects on Self-concepts --- p.62 / Chapter 3.7.2. --- School Type effect on Sex-role Type Distribution --- p.63 / Chapter 3.7.3 --- School Type effect on Social Contact with Opposite Sex Peers --- p.63 / Chapter CHAPTER FOUR --- RESULTS / Chapter 4.1 --- School Type and Sex-role Type effects on Self-concepts --- p.65 / Chapter 4.1.1 --- General self-concept --- p.66 / Chapter 4.1.2 --- Mathematics self-concept --- p.70 / Chapter 4.1.3 --- Verbal self-concepts --- p.74 / Verbal-Chinese self-concept --- p.74 / Verbal-English self-concept --- p.78 / Summary on Verbal self-concepts --- p.82 / Chapter 4.1.4 --- Social self-concepts --- p.83 / Relations with Opposite Sex Peers --- p.83 / Relations with Same Sex Peers --- p.87 / Relations with Parents --- p.90 / Summary on Social self-concepts --- p.94 / Chapter 4.1.5 --- Physical self-concepts --- p.96 / Physical Abilities self-concept --- p.96 / Physical Appearance self-concept --- p.100 / Summary on Physical self-concepts --- p.104 / Chapter 4.1.6 --- Summary --- p.105 / Chapter 4.2 --- School Type and Sex-role Type Distribution --- p.107 / Chapter 4.3 --- School Type and Contact with Opposite Sex Peers --- p.111 / Contact with Opposite Sex Peers in Activities Unrelated to School --- p.112 / Leisure --- p.114 / Intensity of Social Contact --- p.115 / Closeness with Opposite Sex Peers --- p.116 / Summary --- p.118 / Chapter 4.4 --- Summary of Results --- p.119 / Chapter CHAPTER FIVE --- DISCUSSION / Chapter 5.1 --- Singléؤsex Schooling vs Co-education: Different domains of self-concept --- p.121 / Chapter 5.1.1 --- General self-concept --- p.122 / Chapter 5.1.2 --- Mathematics self-concept --- p.123 / Chapter 5.1.3 --- Verbal self-concepts --- p.126 / Chapter 5.1.4 --- Social self-concepts --- p.127 / Chapter 5.1.5 --- Physical self-concepts --- p.130 / Chapter 5.1.6 --- Summary --- p.133 / Chapter 5.2 --- Single-sex Schooling vs Co-education: Sex-role Orientation --- p.135 / Chapter 5.3 --- Single-sex Schooling vs Co-education: Social Contact with Opposite Sex Peers --- p.136 / Chapter 5.4 --- Self-concepts: its relation to Sex-role Type --- p.139 / Chapter 5.5 --- "School Type, Sex-role Type and Self-concept" --- p.140 / Chapter 5.6 --- Summary --- p.142 / Chapter CHAPTER SIX --- CONCLUSION / Chapter 6.1 --- Summary of Findings --- p.145 / Chapter 6.2 --- Implications of Findings --- p.148 / Chapter 6.2.1 --- School Type --- p.148 / Chapter 6.2.2 --- Sex-role Type --- p.150 / Chapter 6.3 --- Directions for Future Research --- p.151 / REFERENCES --- p.153 / APPENDICES --- p.166 / Chapter A --- Bem Sex Role Inventory --- p.166 / Chapter B --- Self Description Questionnaire --- p.168 / Chapter C --- Pilot Questionnaire --- p.173 / Chapter D --- Final Questionnaire --- p.182

Chan Wai-Lok. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 46-58). / Abstracts in English and Chinese ; questionnaire also in Chinese. / Abstract --- p.i / 擇要 --- p.ii / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.vi / List of Figures --- p.vii / List of Appendices --- p.viii / Chapter Chapter 1: --- Introduction --- p.1 / Parenting Style --- p.1 / Effects of Parenting Style on Misbehavior --- p.3 / Effects of Parenting Style on Academic Performance --- p.4 / Paradox in Chinese --- p.5 / Summary on Parenting Style --- p.9 / Teaching Style --- p.10 / Effects of Teaching Style on Misbehavior --- p.12 / Effects of Teaching Style on Academic Performance --- p.13 / Teaching Style in Chinese --- p.14 / Summary on Teaching Style --- p.15 / Interaction Effects of Parenting and Teaching Styles --- p.15 / Parental Influences and Teacher Influences on Children and Adolescence --- p.17 / Summary --- p.18 / Chapter Chapter 2: --- Method --- p.20 / Participants --- p.20 / Measures --- p.20 / Parenting Style --- p.20 / Teaching Style --- p.21 / School Misbehavior --- p.22 / Academic Performance --- p.22 / Procedures --- p.23 / Chapter Chapter 3: --- Results --- p.24 / Time 1 Analysis --- p.24 / Means & Correlation --- p.24 / Hierarchical Regression Analysis --- p.25 / Across Time Analysis --- p.27 / Correlation --- p.27 / Direct Effect Analysis --- p.28 / Indirect Effect Analysis --- p.30 / Chapter Chapter 4: --- Discussion --- p.34 / References --- p.46

Wu Chi Hang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 41-49). / Abstracts in English and Chinese. / List of Figures --- p.i / List of Tables --- p.ii / Chapter Chapter 1: --- Introduction to the Study --- p.1 / Introduction --- p.1 / The Role of Family Problems --- p.3 / The Mediating Effect of Self-Perception --- p.5 / The Mediating Effect of Beliefs about the World --- p.7 / Combining Self-Perceptions and Social Beliefs as Mediators --- p.11 / Gender Difference in the Mediation Model Interactions --- p.11 / Chapter Chapter 2: --- Method --- p.13 / Sample and Procedures --- p.13 / Instruments --- p.13 / McMaster Family Assessment Device (FAD) --- p.13 / Perceived Stress Scale (PSS) --- p.14 / Depression-Cognition: Cognition Checklist ´ؤ Depression (CCL-D) --- p.14 / Rosenberg Self-Esteem Scale --- p.14 / The Social Axioms Survey --- p.14 / Suicidal Ideation Questionnaire (SIQ) --- p.15 / Analysis --- p.16 / Chapter Chapter 3: --- Results --- p.17 / Correlation among Variables --- p.17 / Exploratory Factor Analysis of FAD and Self-Perceptions --- p.18 / Mediation Analysis for Suicidal Ideation --- p.20 / Model Containing both Mediators --- p.24 / Testing Gender Differences in the Model --- p.28 / Chapter Chapter 4: --- Discussion --- p.31 / Family and Suicidal Ideation --- p.31 / Family as a System --- p.32 / The Role of Social Beliefs --- p.34 / A Gender-General Model for Suicidal Ideation --- p.37 / Implications and Further Research --- p.38 / References --- p.40 / Appendix --- p.49

Wong, Yat Yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (p. 164-176). / Abstract also in Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1.1 --- Statement of Purpose --- p.1 / Chapter 1.2 --- Literature Review --- p.6 / Chapter 1.2.1 --- Identity and perceptions of “the other´ح / Chapter 1.2.2 --- National identity / Chapter 1.2.3 --- How do Japanese and Chinese people view each other? / Chapter 1.2.4 --- Chinese and Japanese national identity / Chapter 1.2.5 --- Identity and foreign experiences among overseas Chinese and Japanese / Chapter 1.3 --- Methodology --- p.26 / Chapter 1.3.1 --- "Beijing, China and Kyoto, Japan as field sites" / Chapter 1.3.2 --- Semi-structured interviews / Chapter 1.3.3 --- Written sources / Chapter 1.3.4 --- Reflexivity of the researcher / Chapter 1.3.5 --- Limitations of the Research Methods / Chapter 1.4 --- Structure of the Thesis --- p.35 / Chapter Chapter Two: --- Perceptions of “the Other´ح in the Japanese and Chinese Media --- p.38 / Chapter 2.1 --- Images of “the Other´ح in Japanese and Chinese Popular Books --- p.41 / Chapter 2.1.1 --- Heavy focus on negative images of China and Chinese people in Japanese popular books / Chapter 2.1.2 --- Diverse views of Japan and Japanese people in Chinese popular books / Chapter 2.2 --- Reporting “the Other´ح in Japanese and Chinese Newspapers --- p.55 / Chapter 2.2.1 --- Background of Japanese and Chinese newspapers / Chapter 2.2.2 --- The poisoned dumpling incident in Japanese and Chinese newspapers / Chapter 2.2.3 --- Jun'ichiro Koizumi's visits to the Yasukuni Shrine in Japanese and Chinese newspapers / Chapter Chapter Three: --- Stereotypes and Disappointments: Chinese Students´ة Perceptions of Japan and Japanese People --- p.69 / Chapter 3.1 --- Initial Views of Japan --- p.72 / Chapter 3.2 --- "Stereotypes of Japanese Characteristics: Strict, Ambiguous and Distant" --- p.75 / Chapter 3.3 --- Stereotypes of Japanese Views of China and Chinese People --- p.81 / Chapter 3.4 --- Unpleasant Part-time Jobs --- p.84 / Chapter 3.5 --- Stressful Scholarship System --- p.86 / Chapter Chapter Four: --- Improved Impressions and Reinforced Stereotypes: Japanese Students' Perceptions of China and Chinese People --- p.92 / Chapter 4.1 --- Initial Views of China and Chinese People / Chapter 4.2 --- Reasons to Go to China --- p.100 / Chapter 4.3 --- Improved Impressions: Friendships with Chinese People --- p.101 / Chapter 4.4 --- Different Communication Styles --- p.105 / Chapter 4.5 --- Reinforced Stereotypes --- p.110 / Chapter 4.5.1 --- The Chinese government and people / Chapter 4.5.2 --- Uncivilized Chinese general public / Chapter 4.5.3 --- A good Chinese person / Chapter Chapter Five: --- Perceptions of Media and “the Other´ح among Chinese and Japanese Students --- p.119 / Chapter 5.1 --- Exaggerations and Unreliability: The Japanese Media in the Eyes of Chinese Students --- p.120 / Chapter 5.1.1 --- Exaggerations by the Japanese media: “They only report negative things!´ح / Chapter 5.1.2 --- Unreliability of the Japanese media / Chapter 5.1.3 --- Comparing the Japanese and Chinese media: Different styles of reporting news / Chapter 5.1.4 --- Comparing the Japanese and Chinese media: Different attitudes in reporting “the other´ح / Chapter 5.1.5 --- Relations between the Japanese media and the general public / Chapter 5.2 --- Lack of Freedom and Lack of Reality: Chinese Media in the Eyes of Japanese --- p.132 / Chapter 5.2.1 --- Limited information and choices from the Chinese media / Chapter 5.2.2 --- Misleading of audiences by the Chinese media / Chapter 5.2.3 --- Comparing the Chinese and Japanese media / Chapter 5.2.4 --- Relations between the Chinese media and the general public / Chapter 5.3 --- Discussion --- p.142 / Chapter Chapter Six: --- Conclusion --- p.146 / Chapter 6.1 --- Chapter Summaries --- p..146 / Chapter 6.2 --- National Identity among the Japanese and Chinese Students --- p..149 / Chapter 6.3 --- "Perceptions of “the Other,´ح Media Discourses and Cultural Power Relations between Japan and China" --- p..153 / Chapter 6.4 --- Value of the Study --- p.156 / Appendices --- p.160 / Bibliography --- p.164

by Hui Ngar Kwan, Candy. / Thesis submitted in: October 1998. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 46-52). / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.ii / TABLE OF CONTENTS --- p.iii / INTRODUCTION --- p.1 / Self-Esteem --- p.2 / Fear of Negative Evaluation --- p.7 / Intimacy and Loneliness --- p.9 / Purpose of Present Research --- p.14 / METHODS --- p.16 / Subjects --- p.16 / Measures --- p.17 / Procedures --- p.21 / RESULTS --- p.23 / Background Information of the Subjects --- p.23 / Self-Esteem as Men --- p.26 / Fear of Negative Evaluation from Women --- p.26 / Intimacy --- p.26 / Loneliness --- p.27 / Correlational Analyses --- p.27 / Qualitative Differences between Sex Offenders and Non-Sex Offenders in Relating to Women --- p.31 / DISCUSSION --- p.37 / Self-Concept of Child Molesters --- p.37 / Heterosexual Relationships of Child Molesters --- p.40 / Implication for Treatment --- p.43 / Limitation of Present Research and Future Directions --- p.44 / REFERENCES --- p.46

published_or_final_version / Education / Master / Master of Education