by Cheung Ping Chung. / Bibliography: leaves 84-98 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1982

by Au Chung Park, Raymond. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 100-109.

蔡伯儀. / Thesis (M.A.)--香港中文大學敎育學院. / Manuscript. / Includes bibliographical references (leaves 91-96). / Cai Boyi. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 緒言 / 研究動機及意義 --- p.1 / 研究目的 --- p.4 / Chapter 第二章 --- 文獻回顧 / 價值理論 --- p.5 / 自我概念理論 --- p.19 / 價值取向與自我概念間關係 --- p.33 / Chapter 第三章 --- 研究方法 / 研究設計 --- p.44 / 研究對象 --- p.45 / 研究工具 --- p.46 / 研究步驟及預試分析 --- p.52 / 研究假設 --- p.56 / 統計分析方法 --- p.58 / 研究限制 --- p.59 / Chapter 第四章 --- 研究結果 / 背景資料 --- p.60 / 測量工具效度及信度 --- p.63 / 價值取向與自我概念 --- p.66 / Chapter 第五章 --- 討論及結論 / 文獻及參考書目 --- p.78 / 附錄：測量工具

published_or_final_version / Nursing Studies / Master / Master of Nursing in Advanced Practice

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Humanities and Social Sciences / Doctoral / Doctor of Philosophy

Tertiary institutions across the world continue to seek ways to enhance not only the knowledge students gain during a degree course but also the generic skills that they develop. Employers today assume discipline knowledge in graduates and are looking for skills that enable graduates to be work ready. Deep learning, which focuses on understanding rather than memorizing, has been shown to enhance better understanding and conceptualization of academic materials as well as better development of generic skills (e.g. analytical and problem-solving skills). Most researchers in the past have examined student learning in relation to deep learning, separately in the Students’ Approaches to Learning (SAL) and Achievement Goals (AG) perspectives. The present study therefore investigated how constructs from the SAL perspective: perceptions of course learning environment and approaches to learning, and constructs from the AG perspective: achievement goals, work together to enhance student learning and lead to more positive learning outcomes. Single-point-in-time and longitudinal studies were conducted among undergraduate students of a university in Hong Kong using paper and online survey through class visits and email, respectively. There were 849 and 651 students included in the single-point-in-time analyses of Study 1 and 2 respectively. A total of 183 cases were included in the longitudinal study. Analyses of structural equation modeling were conducted, and the results showed that achievement goals mediated the relationship between students’ perceptions of course learning environment and approaches to learning. This mediating relationship as a result could influence students learning outcomes in terms of GPA and perception of the development of generic skills. In particular, students’ perceptions of good teaching helped to promote the adoption of mastery goals which facilitated use of a deep approach to learning, as a result, were related to the perception of better development of generic skills. Students’ perceptions of a heavy workload promoted the adoption of performance-avoidance goals which encouraged use of a surface approach to learning and related to a lower GPA. Analyses of variance were used to compare students with single goal and multiple goals adoptions (i.e. adopting both mastery and performance-approach goals) in relation to approaches to learning and learning outcomes. The results demonstrated that adopting single mastery goals is beneficial in promoting a deep approach to learning, GPA and perception of better development of generic skills. Overall, the present study has demonstrated that the inclusion of achievement goals in the SAL perspectives provides a more comprehensive picture of the learning process among university students. To promote better learning outcomes, instructors should emphasize on understanding rather than memorization, develop mastery of knowledge and skills as their purpose for learning, avoid heavy workload, and enhance their teaching by adopting strategies such as explaining things clearly, providing helpful feedback and understanding the difficulties that students have in their learning. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Philosophy