This study examined the perceptions of secondary school students who had recently arrived into Hong Kong from China (New Arrivals). Specifically students’ satisfaction in the following five domains was assessed: self, school, family, living environment and friendship. Scores on these five domains were combined to index global life satisfaction. A total of 113 New Arrivals and 178 local students from 4 purposefully selected secondary schools in Hong Kong completed questionnaires. Local students had significantly higher satisfaction than New Arrivals in the following domains: self, school, and living environment. Length of residence in Hong Kong was significantly and negatively related to global life satisfaction. Further, perceived academic achievement was positively and significantly correlated with global life satisfaction. Implications of the findings are discussed. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Lee Ka Man Kathy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 115-120). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENT --- p.iv / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.1.1 --- Status of English in Hong Kong --- p.1 / Chapter 1.1.2 --- Falling Standard of Students' English in Hong Kong --- p.2 / Chapter 1.1.3 --- Solutions Offered --- p.4 / Chapter 1.1.3.1 --- New Requirement for English Teachers --- p.4 / Chapter 1.1.3.2 --- The NET Scheme --- p.5 / Chapter 1.1.4 --- History of the NET Scheme --- p.6 / Chapter 1.1.5 --- Background of NETs --- p.9 / Chapter 1.1.6 --- Comments of the NET Scheme --- p.9 / Chapter 1.2 --- Purpose of the Study --- p.11 / Chapter 1.3 --- Significance of the Research --- p.11 / Chapter 1.4 --- Organization of the Thesis --- p.12 / Chapter Chapter 2 --- LITERATURE REVIEW --- p.13 / Chapter 2.1 --- Clarification of Selected Key Terms --- p.13 / Chapter 2.2 --- Acculturation Models --- p.14 / Chapter 2.2.1 --- Movement of Acculturation --- p.15 / Chapter 2.3 --- Past Studies --- p.18 / Chapter 2.3.1 --- Education Convergence Survey --- p.18 / Chapter 2.3.2 --- Lo's Study --- p.18 / Chapter 2.3.3 --- Chu's Study --- p.19 / Chapter 2.3.4 --- Shum's Study --- p.19 / Chapter 2.3.5 --- SPACE Research --- p.20 / Chapter 2.3.6 --- Green's Study --- p.21 / Chapter 2.3.7 --- The Study by Storey et al. --- p.21 / Chapter 2.4 --- Research Gap --- p.23 / Chapter Chapter 3 --- METHOODOLOGY --- p.25 / Chapter 3.1 --- Introduction --- p.25 / Chapter 3.2 --- Multiple-case Study --- p.25 / Chapter 3.3 --- The Value of Case Study Approach --- p.26 / Chapter 3.4 --- Data Gathering --- p.26 / Chapter 3.5 --- Rationale for the Data Gathering Used in This Research --- p.27 / Chapter 3.5.1 --- Questionnaire --- p.27 / Chapter 3.5.2 --- Interview --- p.27 / Chapter 3.5.3 --- Classroom Observation --- p.27 / Chapter 3.6 --- Pilot Study --- p.28 / Chapter 3.7 --- Instruments --- p.30 / Chapter 3.7.1 --- Questionnaire --- p.30 / Chapter 3.7.2 --- Interviews --- p.31 / Chapter 3.7.3 --- Classroom Observation and Post-observation Interview --- p.31 / Chapter 3.8 --- Subjects --- p.32 / Chapter 3.9 --- Data Analysis --- p.33 / Chapter 3.10 --- Chapter Summary --- p.32 / Chapter Chapter 4 --- FINDINGS --- p.36 / Chapter 4 --- Challenges and Strategies --- p.36 / Chapter 4.1 --- Students --- p.36 / Chapter 4.1.1 --- Large Class Size --- p.36 / Chapter 4.1.2 --- Discipline --- p.37 / Chapter 4.1.3 --- Lack of Motivation --- p.39 / Chapter 4.1.4 --- Low Level of English --- p.40 / Chapter 4.1.5 --- Special Needs --- p.43 / Chapter 4.2 --- Administration --- p.44 / Chapter 4.2.1 --- Staff Meeting --- p.44 / Chapter 4.2.2 --- Protocol and Procedures --- p.45 / Chapter 4.2.3 --- Evaluation of Teaching --- p.46 / Chapter 4.3 --- School Culture --- p.46 / Chapter 4.3.1 --- Non-teaching Duties --- p.47 / Chapter 4.3.2 --- Workload --- p.48 / Chapter 4.3.3 --- Stress --- p.51 / Chapter 4.3.4 --- Streaming Students --- p.52 / Chapter 4.3.5 --- Changing Classroom --- p.52 / Chapter 4.3.6 --- Education Philosophy --- p.53 / Chapter 4.3.7 --- Staff Room Atmosphere --- p.56 / Chapter 4.4 --- Communication --- p.56 / Chapter 4.4.1 --- Initiating Communication --- p.57 / Chapter 4.4.2 --- Abruptness --- p.58 / Chapter 4.4.3 --- Communication Between EMB and Schools --- p.59 / Chapter 4.5 --- Conclusion --- p.59 / Chapter 4.6 --- Chapter Summary --- p.59 / Chapter Chapter 5 --- Discussion and Analysis --- p.61 / Chapter 5.1 --- Review of Kim's Adaptation Model --- p.61 / Chapter 5.2 --- Stranger's background --- p.63 / Chapter 5.2.1 --- Preparedness for Change --- p.64 / Chapter 5.2.1.1 --- Contact with Previous NET --- p.65 / Chapter 5.2.1.2 --- Previous Knowledge about Hong Kong --- p.66 / Chapter 5.2.2 --- Expectations --- p.67 / Chapter 5.2.2.1 --- Roles --- p.67 / Chapter 5.2.2.2 --- Students' level of English --- p.69 / Chapter 5.2.3 --- Motivation --- p.70 / Chapter 5.2.3.1 --- Goals --- p.70 / Chapter 5.2.4 --- Identity Flexibility --- p.72 / Chapter 5.2.5 --- Working Experience --- p.73 / Chapter 5.2.5.1 --- Intercultural Teaching Experience --- p.74 / Chapter 5.2.5.2 --- Experience with Asian Students --- p.75 / Chapter 5.2.5.3 --- Homogeneous Grouping --- p.76 / Chapter 5.2.5.4 --- Experience in low-banded schools --- p.78 / Chapter 5.2.5.5 --- Teaching Philosophy --- p.79 / Chapter 5.2.6 --- Personality --- p.80 / Chapter 5.2.7 --- Demographic Aspects --- p.82 / Chapter 5.2.7.1 --- Age --- p.82 / Chapter 5.2.7.2 --- Education --- p.83 / Chapter 5.2.7.2.1 --- Language Ability --- p.83 / Chapter 5.2.7.2.2 --- Higher Education --- p.84 / Chapter 5.3 --- Host Environment --- p.85 / Chapter 5.3.1 --- Host Similarity --- p.85 / Chapter 5.3.2 --- Interaction Potential --- p.88 / Chapter 5.3.3 --- Host Attitudes --- p.89 / Chapter 5.3.4 --- Demand for Conformity --- p.91 / Chapter 5.4 --- Communication --- p.93 / Chapter 5.4.1 --- Mass Communication --- p.94 / Chapter 5.4.2 --- Interpersonal Communication --- p.95 / Chapter 5.4.2.1 --- Amount of Interpersonal Contacts --- p.96 / Chapter 5.4.2.2 --- Quality of Interpersonal Contacts --- p.98 / Chapter 5.5 --- Conclusion --- p.99 / Chapter 5.6 --- Chapter Summary --- p.103 / Chapter Chapter 6 --- Conclusion --- p.105 / Chapter 6.1 --- Introduction --- p.105 / Chapter 6.2 --- "Summary of the Research Questions, Methodology, and Findings" --- p.105 / Chapter 6.3 --- Implications --- p.109 / Chapter 6.4 --- Limitations of the Study --- p.111 / Chapter 6.4.1 --- Research Design --- p.112 / Chapter 6.4.2 --- Sample --- p.113 / Chapter 6.5 --- Suggestions for Future Research --- p.114 / Chapter 6.6 --- Chapter Summary --- p.114 / Bibliography --- p.115