This study had two aims. The first was to examine the reliability and validity of the Chinese version of Schwartz Values Survey(SVS-58) and Super’s Work Values Inventory (WVI-45) for measuring general and work values of Hong Kong Chinese university students. The second aim was to explore the relationship between ‘general’ and ‘work’ values. The validity and reliability of the two measures were checked using a sample of 211 university students from various subject majors in five universities in Hong Kong. Data collection was facilitated through the help of staff in the Student Affairs Office and in academic departments. Respondents’ participation was voluntary, and their anonymity was ensured. The composite questionnaire used to obtain information contained the Chinese versions of SVS-58 and WVI-45,plus the Rosenberg Self-Esteem Scale and the Marlowe-Crown Social Desirability Scale. Participants also provided basic demographic information. The same methodology and instruments (SVS with one item deleted and WVI with 3 items removed) were adopted later in the main study involving a larger sample—451 students from seven universities. Results of the pilot study showed that SVS-58was acceptable as a reliable and valid instrument with this population. The reliability of the Hedonism subscale was enhanced by deleting an item. Some of the WVI subscales were found to be unreliable, but the reliabilities increased when 3 problematic items were removed. The construct validity of WVI-42was confirmed by Confirmatory Factor Analysis in the main study sample. In terms of relationships between ‘general’ and ‘work’ values, Roe and Ester (1999) had proposed three possible scenarios: (1) work values and general values are discrete constructs, or (2) work values are a sub-set of general values (as represented in a model developed by Ros, Schwartz, and Surkiss, 1999), or (3) general values are a subset of work values. Due to the lack of well-established theory for studying possibility (3), this study focused on the first two. The main study with a sample of 451 students showed that both scenarios (1) and (2) were to some extent supported by findings from Multidimensional Scaling, Exploratory Factor Analysis, Pearson Correlation Analysis, and Canonical Correlation Analysis. This was in spite of the unexpected results from Hierarchical Cluster Analysis and Structural Equation Modelling. The findings here can therefore be used to suggest a combination of scenarios (1) and (2) as an explanation of the relationship between ‘general’ and ‘work’ values, with work values being both a distinct construct to some extent but closely integrated with general values. Clearly, these findings cannot rule out the possibility of scenario (3). The findings indicate that classifications of general and work values proposed by Roe and Ester (1999) seem not to be mutually exclusive. The findings also provide empirical support for the model proposed by Ros, Schwartz and Surkiss (1999) ―with a theoretical link between general and work values. The implications for career counseling point to a need to include assessments of both general and work values when planning individualized comprehensive career guidance for university clients. / published_or_final_version / Education / Doctoral / Doctor of Education

This paper aims at investigating the attitude of junior and senior students of Hong Kong secondary school toward the medium of instruction. This study involved 37 senior students and 34 junior students of the same CMI secondary school. The research is quantitative in nature and data is analyzed statistically. The major findings are, firstly, both groups of students affirm with the benefits of CMI in enhancing effective learning of content subjects. However, they do not agree that CMI can effectively enhance their English ability. Second, students choose between CMI and EMI according to the status of Chinese and English in their mind, which varies with the changes of needs and challenges they face with. The results suggest that the status of Chinese is higher with the junior students. They are both strongly integratively and instrumentally orientated toward Chinese. The benefits of CMI outweigh the disadvantages it has on English learning. Therefore, junior students show a more positive attitude toward CMI. On the other hand, senior students are aware of the high demand in English at university and at work. Their needs to face the society after graduation cause them to be more instrumentally orientated toward English. Therefore, the status of English is relatively higher than Chinese among the senior students, which results in a more positive attitude toward EMI learning. / published_or_final_version / English Studies / Master / Master of Arts

This is a comprehensive research which examines students’ perception of climate change and their positive actions (i.e., Low-Carbon Behaviors) by comparing students in primary and secondary schools in Hong Kong. The research has employed both quantitative and quantitative approaches to collect data. Quantitative data was collected from 709 student samples from two secondary schools and two primary schools by conventional paper-and-pencil questionnaire surveys that include the measures of (1) environmental attitude; (2) perception of climate change problem; (3) engagement in LCBs; (4) hurdles to the adoption of LCBs; and (5) climate change knowledge. Qualitative data was collected from five school teachers of the participating schools by interviews to gather views on climate change education (CCE) and to explore the constraints of its effective implementation. The research concluded that students held moderate pro-environment attitude. Both primary and secondary students were equally worried about climate change problem and believed that its impacts were severe. Yet, fewer primary students believed the anthropogenic cause of climate change and they also perceived lower severity of climate change impact on local ecological environment. Students held modestly positive hope in mitigating climate change problem. Primary students felt a stronger empowerment to influence others, and were more willing to take action than secondary students. Moreover, students perceived that additional commitment and lack of practicing opportunities were major hurdles of LCBs. They also possessed a fairly low level of climate change knowledge with different misconceptions. In addition, the research has unveiled that lack of funding support and inconsequential administrative procedures from the application of environmental project funds were the foremost obstacles to the implementation of CCE. Most teacher respondents were contented with the curriculum design of climate change problem and inclined to oppose the introduction of formal CCE in Hong Kong. Furthermore, the research has thoroughly reviewed the existing curricula in primary and secondary schools. The existing design of school curriculum on climate change was found to be fragmented and unable to allow students to comprehend the issues thoroughly. Finally, overseas CCE practices, recommendations on improving CCE, and enhancing students’ engagement in LCBs, were discussed. / published_or_final_version / Environmental Management / Master / Master of Science in Environmental Management

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Sociology / Master / Master of Social Sciences

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

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