by Chan Yin Fai, Violet. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 1-8 (second group)

Cui, Jiaying. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 410-426). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Xiang, Xiaoling. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 104-117). / Abstracts in English and Chinese. / Acknowledgements --- p.ii / List of Tables --- p.vii / List of Figures --- p.viii / Abstract --- p.ix / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Literature Review and Conceptual Framework --- p.4 / Positive Youth Development --- p.4 / Positive Youth Development: An Introduction --- p.4 / Conceptualizing PYD: A Multidimensional Construct --- p.6 / Inter-relationship between and among the Selected PYD Attributes --- p.11 / Conceptualizing Social Capital in Relation to Youth Wellbeing --- p.14 / "Contributions of Coleman, Putnam, and Bourdieu" --- p.15 / The Working Definition of Social Capital in this Study --- p.18 / The Social Capital Framework --- p.22 / The Effect of Social Capital on Youth Development Outcomes --- p.23 / Theoretical Links --- p.23 / Empirical Evidence --- p.25 / Effects of Socio-Demographic Variables --- p.35 / Limitations in the Literature --- p.36 / The Conceptual Model of Social Capital and PYD --- p.39 / Summary of Definitions of Terms in the Study --- p.39 / The Conceptual Model of Social Capital and PYD --- p.40 / Chapter Chapter 3 --- Methods --- p.43 / Data Source: the GRF Project --- p.43 / Overview of the Methodology in the current study --- p.45 / Research Questions and Hypotheses of the Study --- p.46 / Sampling Procedures and Participants of the Current Study --- p.47 / Missing Data --- p.49 / Measures --- p.51 / Demographic Variables --- p.52 / Social Capital Variables --- p.53 / PYD Variables --- p.57 / Data Analysis Plan --- p.59 / Chapter Chapter 4 --- Results --- p.62 / Preliminary Analysis --- p.62 / Sample Demographics --- p.62 / Descriptive Characteristics of the Key Variables --- p.64 / Main Analysis --- p.66 / Test of Measurement Model --- p.68 / Test of Structural Model --- p.71 / Summary of Findings --- p.80 / Chapter Chapter 5 --- Discussion --- p.82 / Summary of the Study --- p.82 / Discussions of Findings --- p.85 / Socio-demographic Characteristics and Social Capital Functioning --- p.85 / Social Capital and PYD --- p.90 / Contributions --- p.94 / Implications for Practice and Policy --- p.96 / Limitations and Future Directions --- p.99 / Conclusion --- p.102 / References --- p.104 / Appendices --- p.118 / Appendix A English Translated Version of Items Measuring Social Capital --- p.118 / Appendix B English Translated Version of Items Measuring PYD --- p.119

本論文探討來自中國內地和南亞國家的少年移民學生如何適應香港的教育和生活。他們是香港兩大移民群體，儘管他們的族群和文化背景截然不同，香港人一般都認為他們落後和貧困，與香港社會格格不入。本研究旨在了解他們的求學道路和身份建構過程。而在社會化的討論背景下，求學道路和身份建構是兩個相互關聯、相互重疊的概念。田野調查在香港四所收了大批移民學生的中學進行，時間由幾個月到一年多不等。 / 本研究發現，雖然兩組學生的背景不同，在香港的教育制度下，他們面對相似的限制及不利因素。本文指出，教師認為這兩組學生有類近的學習問題，但卻成因各異，教師亦對自己可以起的作用有不同看法。以上種種皆會影響青少年作為社會成員的身份認同。本文又指出，這兩組學生，在不同程度上自稱是香港的一份子。然而，他們的理由不一，理解也不盡同。 / 在學校層面發生的事情是重要的，因為它反映了在社會層面，大家如何界定誰是社會成員，如何在不同的歷史、文化和社經環境下，轉變想法和做法，以及社會和個人如何在過程中互動。在當前全球化的時代，人口遷移不斷影響世界各地的社會經濟和人口結構。本文提出一個新的角度，以重新思考移民和教育的理論。 / This thesis explores the immigration and schooling experiences of the teenage children of immigrants of the two largest incoming groups to Hong Kong: from Mainland China and from South Asia. Most people in Hong Kong think that both groups are culturally backward and economically impoverished, which means that both do not fit in, despite the fact that they have utterly different ethnic and cultural backgrounds. I seek to understand the factors that are shaping their educational pathways and identity formation, which I consider to be two interrelated and overlapping concepts against the backdrop of socialization. Data are largely drawn from ethnographic fieldwork, from a few months to more than a year, in four secondary schools in Hong Kong which admit a large number of immigrants. / I argue that despite their different backgrounds, both groups of students face very similar structural constraints and disadvantages in Hong Kong’s education system. I also argue that teachers perceive very similar learning problems in these two groups of students, but they see the problems to have stemmed from different causes, and have different understandings how much teachers can do. This has implications on the teenagers’ identities as members of society. I further argue that both groups, albeit to different extents, claim their belonging to Hong Kong in terms of their identity. However, they seem to base their claims on different grounds, and have different understandings of their belonging to Hong Kong. / What goes on in the classroom is important because it reflects in the larger society how people understand and practice who they include and who they exclude; how the ideologies and practices at work change in different historical, cultural, and socioeconomic contexts; and how individuals negotiate the shaping and the inclusion or exclusion. My thesis adds a new perspective for us to rethink theories of migration and education in an era of globalization when the mass movement of people is defining and redefining the socioeconomic and demographic landscapes in many parts of the world. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chee, Wai Chi. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 383-415). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Abbreviations --- p.v / Language, Name, and Currency --- p.vi / Tables and Graph --- p.vii / Chapter 1. --- Introduction / Introduction --- p.1 / Research Questions and Objectives --- p.1 / Immigrant Students in Hong Kong’s Education System --- p.6 / Significance of Research --- p.9 / Literature Review --- p.15 / Methodology --- p.54 / Some Ethical Concerns --- p.63 / Chapter Overview --- p.67 / Chapter 2. --- Immigration Motivations, Trajectories and Predicaments: Positioning Teenage Immigrants in Hong Kong / Introduction --- p.74 / Ebbs and Flows of People from Mainland China into Hong Hong --- p.77 / Emergence of Hong Kong Identity --- p.79 / Situating Mainland Chinese Teenagers in Hong Kong’s Immigration Context --- p.82 / Situating South Asian Teenage Immigrants in Hong Kong’s Immigration Context --- p.87 / Immigration Motivations and Predicaments --- p.96 / Conclusion --- p.113 / Chapter 3. --- On the Threshold of the Mainstream: Initiation Program and its Completion Ceremony / Introduction --- p.115 / Initiation Program and Its Completion Ceremony --- p.119 / Form, Content, and Meanings of the Completion Ceremony: The Case of Lily School --- p.126 / Form, Content, and Meanings of the Completion Ceremony: The Case of Peony School --- p.141 / Dramatized Epitome of the Initiation Program --- p.159 / Conclusion --- p.166 / Chapter 4. --- Entering the Mainstream: From Initiation Program to Mainstream Education / Introduction --- p.169 / Looking for a Place in a Mainstream School --- p.172 / Entering the Educational Mainstream --- p.182 / Out of the "Greenhouse" --- p.191 / Future Educational Pathways --- p.198 / Conclusion --- p.208 / Chapter 5. --- Ideologies and Practices of Inclusion/Exclusion: Immigrant Students in Hong Kong’s Education System / Introduction --- p.211 / Perception, Inclusion, Exclusion: Mainlanders and South Asians in Hong Kong --- p.214 / Adapting to Education and Life in a "Greenhouse" --- p.229 / Educational Greenhouse Effect --- p.246 / Conclusion --- p.258 / Chapter 6. --- Socialization and Citizen-Making: The Role of Educators / Introduction --- p.260 / What an Ideal Student Should be Like --- p.264 / The Making of “Ideal Students --- p.267 / Double-Edged Teacher-Student Relationships --- p.300 / Paradoxical Effect of the Attempt to Create "Ideal Students" --- p.305 / Conclusion --- p.313 / Chapter 7. --- The Politics of Belonging: What Does It Mean to Be a Teenage Immigrant Student in Hong Kong? / Introduction --- p.318 / (Re)Evaluating Hong Kong --- p.323 / Positioning Hong Kong in Immigrant Children’s Migration Trajectories --- p.329 / Identity and the Politics of Belonging --- p.341 / Conclusion --- p.352 / Chapter 8. --- Conclusion / Introduction --- p.356 / Theorizing "Envisioned Belonging" --- p.358 / Theorizing the "Educational Greenhouse Effect" --- p.368 / Rethinking Theories of Migration and Education --- p.372 / More Supportive Educational Policies for Immigrant Students --- p.377 / Hong Kong and Immigration --- p.380 / References --- p.383

Lam Tsui-shan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 198-210). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- The Setting of the Present Research --- p.2 / Chapter 1.1.1 --- Research on Second/Foreign Language (SL/FL) Classroom Interaction --- p.2 / Chapter 1.1.2 --- Research on English Classroom Interaction in Hong Kong --- p.3 / Chapter 1.2 --- Rationale and Significance --- p.5 / Chapter 1.3 --- Organisation of This Thesis --- p.7 / Chapter 2 --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Introduction --- p.8 / Chapter 2.2 --- Communicative Language Teaching (CLT) --- p.9 / Chapter 2.2.1 --- Origins and Development --- p.9 / Chapter 2.2.2 --- Communicative Competence: Framework --- p.11 / Chapter 2.2.3 --- Communicative Competence: Theoretical Approaches in Language Teacl --- p.13 / Chapter 2.2.3.1 --- The interactional approach --- p.13 / Chapter 2.2.3.2 --- The discoursal approach --- p.15 / Chapter 2.2.3.3 --- The fluency-based approach --- p.17 / Chapter 2.2.4 --- Communicative Competence: Practical Issues --- p.19 / Chapter 2.2.4.1 --- The interactional approach: The role of output --- p.19 / Chapter 2.2.4.2 --- The discoursal approach: The need of information gap --- p.22 / Chapter 2.2.4.3 --- The fluency-based approach: The measurement of fluency --- p.23 / Chapter 2.2.5 --- The Communicative Language Teaching in Hong Kong --- p.25 / Chapter 2.2.5.1 --- The development of CLT in English classroom --- p.25 / Chapter 2.2.5.2 --- Attitudes toward CLT and the actual practice: A dilemma --- p.26 / Chapter 2.3 --- Classroom Interaction and Language Learning --- p.29 / Chapter 2.3.1 --- The Role of Interaction --- p.29 / Chapter 2.3.1.1 --- Comprehensible input and its development --- p.30 / Chapter 2.3.1.2 --- Negotiation --- p.33 / Chapter 2.3.1.3 --- Output --- p.35 / Chapter 2.3.2 --- Actual Interactional Patterns in Classroom: The Interactive Goals --- p.37 / Chapter 2.3.2.1 --- Core Goals --- p.37 / Chapter 2.3.2.2 --- Framework Goals --- p.42 / Chapter 2.3.2.3 --- Social Goals --- p.43 / Chapter 2.3.3 --- Desired Classroom Interactional Patterns --- p.45 / Chapter 2.3.3.1 --- The Two Complementary Modes --- p.45 / Chapter 2.3.3.2 --- "The Triangular Elements: Play, Work and Learning" --- p.47 / Chapter 2.3.4 --- Aspects of Teacher-Learner (T-L) Interaction --- p.49 / Chapter 2.3.4.1 --- Teacher roles --- p.49 / Chapter 2.3.4.2 --- Learner roles --- p.51 / Chapter 2.3.4.3 --- Teacher talk --- p.52 / Chapter 2.3.4.4 --- Student talk --- p.57 / Chapter 2.3.4.5 --- Turns of talk --- p.60 / Chapter 2.4 --- Classroom Interaction and Second Language Learners --- p.63 / Chapter 2.4.1 --- Learner Autonomy --- p.64 / Chapter 2.4.2 --- Learner Anxiety --- p.65 / Chapter 2.5 --- English Language Classroom Interaction in Hong Kong --- p.67 / Chapter 2.5.1 --- Analyzing Input and Interaction in Language Classrooms --- p.67 / Chapter 2.5.2 --- Communication Failure in the English Classroom --- p.69 / Chapter 2.5.3 --- The Five Second Language Discourses --- p.70 / Chapter 2.5.4 --- Students' Participation in Language Classroom --- p.72 / Chapter 2.5.5 --- Research Gaps in Hong Kong: Significance of Students' Voices --- p.73 / Chapter 2.6 --- Chapter Summary --- p.75 / Chapter 3 --- METHODOLOGY --- p.77 / Chapter 3.1 --- Introduction --- p.77 / Chapter 3.2 --- Selection of Subjects --- p.78 / Chapter 3.2.1 --- School --- p.78 / Chapter 3.2.2 --- Class --- p.78 / Chapter 3.2.3 --- Teacher --- p.79 / Chapter 3.2.4 --- Students --- p.80 / Chapter 3.3 --- Research Instruments --- p.81 / Chapter 3.3.1 --- "Non-participant, Ethnographic Observations" --- p.81 / Chapter 3.3.2 --- Stimulated Recall and Semi-structured Interviews --- p.82 / Chapter 3.4 --- Design of the Study --- p.83 / Chapter 3.4.1 --- Stage One: Data Collection --- p.83 / Chapter 3.4.1.1 --- Classroom observations --- p.83 / Chapter 3.4.1.2 --- Students' interviews --- p.84 / Chapter 3.4.2 --- Stage Two: Data Analysis --- p.85 / Chapter 3.5 --- Methods of Data Analysis --- p.86 / Chapter 3.5.1 --- Analysing the Classroom Discourse Data --- p.86 / Chapter 3.5.2 --- Analysing the Interview Data --- p.87 / Chapter 3.6 --- Chapter Summary --- p.88 / Chapter 4 --- DATA ANALYSIS --- p.89 / Chapter 4.1 --- Introduction --- p.90 / Chapter 4.2 --- Classroom Interactional Patterns: The General Picture --- p.90 / Chapter 4.2.1 --- Teacher's and Students' Talk --- p.90 / Chapter 4.2.1.1 --- At the utterance level --- p.91 / Chapter 4.2.1.2 --- Language choice --- p.92 / Chapter 4.2.2 --- Teacher's and Students' Turn Allocation --- p.93 / Chapter 4.2.2.1 --- Amounts of turns taken --- p.93 / Chapter 4.2.2.2 --- Turn-taking patterns --- p.95 / Chapter 4.3 --- Teacher-Learner Verbal Interaction: An Overview --- p.95 / Chapter 4.3.1 --- Types of Teacher Talk --- p.95 / Chapter 4.3.1.1 --- """Teacher-initiate""" --- p.95 / Chapter 4.3.1.2 --- """Teacher-respond""" --- p.98 / Chapter 4.3.2 --- Types of Student Talk --- p.98 / Chapter 4.3.2.1 --- """Pupil-initiate""" --- p.99 / Chapter 4.3.2.2 --- """Pupil-respond""" --- p.100 / Chapter 4.4 --- A Brief Summary on the Classroom Discourse Data --- p.100 / Chapter 4.5 --- Findings Based on Students' Interview Data --- p.101 / Chapter 4.5.1 --- Students Asking Questions in English Classroom --- p.102 / Chapter 4.5.1.1 --- Reasons for taking the initiative to ask questions --- p.102 / Chapter 4.5.1.2 --- Moments of raising hand to ask questions --- p.102 / Chapter 4.5.1.3 --- Reasons for not asking questions in English --- p.103 / Chapter 4.5.1.4 --- Reasons for not asking questions in class --- p.103 / Chapter 4.5.1.5 --- Expectations about teacher's answers --- p.104 / Chapter 4.5.1.6 --- Learning from asking questions --- p.104 / Chapter 4.5.2 --- Students answering questions in English classroom --- p.105 / Chapter 4.5.2.1 --- Reasons for taking the initiative to answer questions --- p.105 / Chapter 4.5.2.2 --- Reasons for calling out the answer without teacher's nomination --- p.106 / Chapter 4.5.2.3 --- Reasons for answering in private turns --- p.106 / Chapter 4.5.2.4 --- Reasons for nodding or shaking head to answer questions --- p.107 / Chapter 4.5.2.5 --- Reasons for not taking the initiative in answering questions --- p.108 / Chapter 4.5.2.6 --- Learning from answering questions --- p.109 / Chapter 4.5.3 --- Teacher-Learner Interaction and Classroom Learning --- p.109 / Chapter 4.5.3.1 --- Motivating factors for speaking (in English) in class --- p.109 / Chapter 4.5.3.2 --- Types of classroom atmosphere encouraging verbal interactions --- p.110 / Chapter 4.5.3.3 --- Positive effects of verbal interactions in classroom learning --- p.111 / Chapter 4.5.3.4 --- De-motivating factors for speaking (in English) in class --- p.112 / Chapter 4.5.3.5 --- Types of classroom atmosphere discouraging verbal interactions(in English)in class --- p.113 / Chapter 4.5.3.6 --- Negative effects of non-verbal interactions in classroom learning --- p.113 / Chapter 4.5.3.7 --- Positive effects of non-verbal interactions in classroom learning --- p.114 / Chapter 4.5.3.8 --- Things in mind when learning in silence --- p.114 / Chapter 4.5.4 --- Students' Suggestions for English Teacher --- p.115 / Chapter 4.5.4.1 --- Influences of teacher's image --- p.115 / Chapter 4.5.4.2 --- Expected images and roles of the English teacher in the classroom --- p.116 / Chapter 4.5.4.3 --- Suggested actions to promote T-L interaction --- p.117 / Chapter 4.5.4.4 --- Suggested actions to promote speaking English in class --- p.118 / Chapter 4.6 --- A Brief Summary on the Student Interview Data --- p.119 / Chapter 5 --- DISCUSSION --- p.120 / Chapter 5.1 --- Introduction --- p.120 / Chapter 5.2 --- Students' Participation in English Classroom: An Overview --- p.120 / Chapter 5.2.1 --- Types of Teachers' Elicitation and Students' Responses --- p.121 / Chapter 5.2.2 --- Types of Students' Elicitation and Teachers' Responses --- p.124 / Chapter 5.2.3 --- Language Choice of the Students --- p.126 / Chapter 5.3 --- Non-verbal Participation in Classroom Interaction --- p.130 / Chapter 5.3.1 --- Students' Non-verbal Participation in Answering and Asking Questions --- p.131 / Chapter 5.3.1.1 --- Reasons for answering questions in private turns --- p.131 / Chapter 5.3.1.2 --- Reasons for using body language or games to answer questions --- p.133 / Chapter 5.3.1.3 --- Reasons for not taking the initiative to answer questions --- p.134 / Chapter 5.3.1.4 --- Reasons for not taking the initiative to ask questions in class --- p.141 / Chapter 5.3.2 --- De-motivating Factors for Speaking in Class: A Review --- p.144 / Chapter 5.3.2.1 --- Students' anxiety in ESL classroom --- p.145 / Chapter 5.3.2.2 --- Teacher's influences on students' non-verbal participation --- p.148 / Chapter 5.4 --- Verbal Participation in Classroom Interaction --- p.153 / Chapter 5.4.1 --- Students Verbal Participation in Answering and Asking Questions --- p.154 / Chapter 5.4.1.1 --- Reasons for taking the initiative to ask questions --- p.154 / Chapter 5.4.1.2 --- Reasons for not speaking in English --- p.155 / Chapter 5.4.1.3 --- Reasons for taking the initiative to answer questions --- p.158 / Chapter 5.4.1.4 --- Reasons for shouting out the answer --- p.160 / Chapter 5.4.2 --- Motivating Factors for Speaking in Class: A Study on Teacher's Influence --- p.162 / Chapter 5.4.2.1 --- Expected roles of an English teacher in classroom interaction --- p.163 / Chapter 5.4.2.2 --- Encouraging students' English verbal participation in classroom --- p.171 / Chapter 5.5 --- Chapter Summary --- p.180 / Chapter 6 --- CONCLUSION --- p.183 / Chapter 6.1 --- Introduction --- p.183 / Chapter 6.2 --- A Summary of the Research Objectives and Findings --- p.183 / Chapter 6.2.1 --- Revisiting Research Objectives --- p.183 / Chapter 6.2.2 --- Summarising Research Findings --- p.184 / Chapter 6.2.2.1 --- Classroom discourse data --- p.184 / Chapter 6.2.2.2 --- Student interview data --- p.185 / Chapter 6.3 --- Pedagogical Implications --- p.190 / Chapter 6.4 --- Research Limitations --- p.193 / Chapter 6.5 --- Suggestions for Future Research --- p.194 / Chapter 6.6 --- Chapter Summary --- p.196 / REFERENCES --- p.198 / APPENDICES --- p.211 / Chapter A --- An Overview of the English Language Classroom Interaction Research in Hong --- p.211 / Chapter B --- "Tsui's "" Seventeen-Category System"" and Its Illustration" --- p.213 / Chapter C --- Percentage of Partially and Totally Unintelligible Utterances of the Teachers and --- p.214 / Chapter D --- Relative Population and Distribution of Forty-eight Student Interviewees --- p.215 / Chapter E --- The Codes of the Forty-eight Student Interviewees --- p.216 / Chapter F --- Summary of Students' Explanations for Their Non-verbal Participation --- p.217 / Chapter G --- Summary of Students' Explanations for Their Verbal Participation --- p.218 / Chapter H --- Diagram 2. The Flow of Possible Worries in Students' Mind When They Are to Answer Teacher's Question --- p.219 / Chapter I --- Diagram 3. Possible Things in Students' Mind When They Have A Question in Mind --- p.220

Leung Hoi Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 77-82). / Abstracts in English and Chinese ; questionnaire in Chinese. / Chapter I. --- Introduction --- p.1 / Chapter II. --- Literature Review / Chapter A. --- The concept of gender-role orientation and related studies --- p.5 / Chapter B. --- The concept of androgyny --- p.9 / Chapter C. --- "Related studies on gender-role orientation and the perception of ""gendered"" advertisements" --- p.12 / Chapter D. --- "Evaluation of ""gendered"" advertisements from a cultivation perspective and related studies" --- p.16 / Chapter E. --- The concepts of life style and socioeconomic status and their interaction with gender-role orientation --- p.21 / Chapter III. --- Hypotheses --- p.29 / Chapter IV. --- Methodology / Chapter A. --- Questionnaire design --- p.35 / Chapter B. --- Sample design --- p.39 / Chapter C. --- Variable construction --- p.41 / Chapter V. --- Results / Chapter A. --- Hypothesis testing --- p.48 / Chapter B. --- Further findings --- p.51 / Chapter C. --- Analysis --- p.60 / Chapter VI. --- Conclusion and Discussion --- p.68 / Chapter VII. --- Appendices / Chapter A. --- Hypothesis model --- p.72 / Chapter B. --- Sample questionnaire --- p.73 / Chapter VIII. --- References --- p.77

by Hui Hing Fai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 70-76). / Table of Contents --- p.1 / List of Figures --- p.3 / List of Tables --- p.4 / Chapter Chapter 1 --- Introduction --- p.5 / Purpose of the study --- p.5 / Significance of the study --- p.6 / Chapter Chapter 2 --- Implicit Theory of Intelligence and Achievement Goals --- p.8 / Achievement goals --- p.8 / Chapter - --- Learning and performance goals --- p.8 / Chapter - --- Work avoidance goal --- p.10 / Implicit theory of intelligence --- p.13 / Chapter - --- Helpless and mastery-oriented children --- p.14 / Chapter - --- Adoption of different achievement goals --- p.15 / Chapter - --- The effects of implicit theory of intelligence on the achievement goals --- p.17 / Chapter - --- Implicit theory of intelligence in classroom environments --- p.18 / Chapter Chapter 3 --- Effects of Achievement Goals on Motivational Behavior --- p.21 / Achievement goals and learning strategies --- p.22 / Chapter - --- Effective learning strategies --- p.22 / Chapter - --- Deep and surface level strategies --- p.24 / Chapter - --- Active and superficial cognitive engagement --- p.26 / "Achievement goals, satisfaction and task choice" --- p.28 / Chapter Chapter 4 --- Framework of the Study --- p.31 / Incremental theory of intelligence and achievement goals --- p.31 / Achievement goals and learning strategies --- p.32 / "Achievement goals, boredom and choice of easy task" --- p.34 / Conceptual model --- p.35 / Chapter Chapter 5 --- Research Method --- p.37 / Variables --- p.37 / Hypotheses --- p.38 / Samples --- p.40 / Procedures --- p.40 / Instruments --- p.41 / Statistical analyses --- p.43 / Chapter - --- Preliminary analyses --- p.43 / Chapter - --- Correlations --- p.43 / Chapter - --- Structural equation modeling --- p.44 / Chapter - --- Cross-validation --- p.45 / Chapter Chapter 6 --- Results --- p.47 / Items analysis and factor structure of instrument --- p.47 / Correlatons among variables --- p.51 / Structural relations --- p.52 / Cross validity --- p.57 / Chapter Chapter 7 --- Discussion --- p.60 / The validity of the work avoidance goal --- p.60 / Relations between incremental theory of intelligence and achievement goals --- p.61 / Relations between achievement goals and motivational behavior --- p.62 / Differences between grade 7 and grade 9 students --- p.64 / Implication of the findings --- p.66 / Limitations of the study --- p.67 / References --- p.70 / Appendix1 --- p.77 / Appendix2 --- p.79

Lee, Shuk Ling Candy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 180-193). / Abstracts in English and Chinese; appendix C also in Chinese. / Abstract --- p.i / Abstract in Chinese --- p.iii / Acknowledgment --- p.iv / Table of contents --- p.v / List of tables --- p.viii / List of figures --- p.ix / Chapter Chapter 1 --- Introduction / Chapter 1.1. --- Background of this study --- p.1 / Chapter 1.2. --- Purpose of this study --- p.4 / Chapter 1.3. --- Scope and delimitation --- p.4 / Chapter 1.4. --- Organization of thesis --- p.5 / Chapter Chapter 2 --- Literature Review / Chapter 2.1. --- Introduction --- p.8 / Chapter 2.2. --- Rape as a sexual offense --- p.8 / Chapter 2.2.1. --- The legal definition of rape --- p.9 / Chapter 2.2.2. --- The social definition of rape --- p.12 / Chapter 2.3. --- Rape myths --- p.13 / Chapter 2.3.1. --- The victim is lying --- p.15 / Chapter 2.3.2. --- The intercourse was consensual --- p.17 / Chapter 2.3.3. --- No damaged was done to the victim --- p.18 / Chapter 2.3.4. --- The victim is blamed --- p.20 / Chapter 2.4. --- Rape myths for male victims only --- p.22 / Chapter 2.4.1. --- "Outside of prisons, male rapes are impossible" --- p.22 / Chapter 2.4.2. --- Rapists and victims are homosexuals --- p.25 / Chapter 2.4.3. --- Males victims are weak --- p.26 / Chapter 2.5. --- Dyadic differences in attribution of rape myths --- p.27 / Chapter 2.6. --- Rape myths in Hong Kong --- p.30 / Chapter 2.7. --- Secondary victimization --- p.32 / Chapter 2.7.1. --- Post-traumatic stress disorder --- p.34 / Chapter 2.7.2. --- Underreporting of rape --- p.35 / Chapter 2.8. --- Conversational practice --- p.38 / Chapter 2.9. --- Metaphor and rape ´ب --- p.44 / Chapter 2.10. --- Summary --- p.49 / Chapter Chapter 3 --- Method / Chapter 3.1. --- Introduction / Chapter 3.2. --- Research questions --- p.51 / Chapter 3.3. --- Research design --- p.52 / Chapter 3.3.1. --- Research procedures --- p.52 / Chapter 3.3.2. --- Participants --- p.53 / Chapter 3.3.3. --- Research setting --- p.55 / Chapter 3.3.4. --- Materials --- p.55 / Chapter 3.4. --- The vignette method --- p.56 / Chapter 3.5. --- Data analysis --- p.61 / Chapter 3.6. --- Feminist standpoint --- p.62 / Chapter 3.7. --- Triangulation --- p.62 / Chapter 3.8. --- Summary --- p.62 / Chapter Chapter 4 --- Results and discussion: Dyadic differences / Chapter 4.1. --- Introduction --- p.64 / Chapter 4.2. --- Summary of the goal and procedure of the study --- p.64 / Chapter 4.3. --- Overview of rape myths --- p.65 / Chapter 4.4. --- Dyadic differences --- p.66 / Chapter 4.4.1. --- Distribution of rape myths 一 female rape --- p.66 / Chapter 4.4.2. --- Distribution of rape myths 一 male rape --- p.68 / Chapter 4.4.3. --- Conversational practices --- p.73 / Chapter 4.4.3.1. --- Who dominates the floor? --- p.73 / Chapter 4.4.3.2. --- Male pauses between turns --- p.79 / Chapter 4.4.3.3. --- The effect of the research context --- p.82 / Chapter 4.5. --- Summary --- p.83 / Chapter Chapter 5 --- Results and discussion: Female rape talk / Chapter 5.1. --- Introduction --- p.85 / Chapter 5.2. --- Rape myths in detail --- p.85 / Chapter 5.2.1. --- Rape myth 1: The victim is lying --- p.86 / Chapter 5.2.1.1. --- Women are evil --- p.87 / Chapter 5.2.1.2. --- Women take pride of their sex appeal --- p.89 / Chapter 5.2.1.3. --- Rape is an easy accusation to make --- p.90 / Chapter 5.2.1.4. --- Rape is a shame and should be concealed from anyone --- p.93 / Chapter 5.2.1.5. --- Discussion --- p.94 / Chapter 5.2.2. --- Rape myth 2: The intercourse was consensual --- p.95 / Chapter 5.2.2.1. --- "Women never mean ""no""" --- p.96 / Chapter 5.2.2.2. --- Victims must have struggled hard --- p.97 / Chapter 5.2.2.3. --- Discussion --- p.98 / Chapter 5.2.3. --- Rape myth 3: No damage was done to the victim --- p.99 / Chapter 5.2.3.1. --- Raped women are impure --- p.100 / Chapter 5.2.3.2. --- Rape has done no damage to dissolute women --- p.101 / Chapter 5.2.3.3. --- Discussion --- p.102 / Chapter 5.2.4. --- Rape myth 4: The victim is blamed --- p.103 / Chapter 5.2.4.1. --- The public sphere is dangerous to females --- p.104 / Chapter 5.2.4.2. --- Victims are accused of their reckless behaviors --- p.107 / Chapter 5.2.4.3. --- Good things happen to good people; bad things happen to bad people --- p.112 / Chapter 5.2.4.4. --- Discussion --- p.113 / Chapter 5.3. --- Summary --- p.116 / Chapter Chapter 6 --- Results and discussion: Male rape talk / Chapter 6.1. --- Introduction --- p.119 / Chapter 6.2. --- Male rape myths in detail --- p.119 / Chapter 6.2.1. --- Rape myth 1: Outside of prisons，male rape cannot happen --- p.119 / Chapter 6.2.1.1. --- Male rape is unexpected --- p.120 / Chapter 6.2.1.2. --- The male victim is relatively blameless --- p.122 / Chapter 6.2.1.3. --- Discussion --- p.124 / Chapter 6.2.2. --- Rape myth 2: Rapists and victims are homosexuals --- p.125 / Chapter 6.2.2.1. --- The rapist is homosexual because rape is a sexually motivated crime --- p.126 / Chapter 6.2.2.2. --- Male victims are construed as feminine --- p.129 / Chapter 6.2.2.3. --- Homophobia --- p.132 / Chapter 6.2.2.4. --- Discussion --- p.134 / Chapter 6.2.3. --- Rape myth 3: Male victims are weak --- p.136 / Chapter 6.2.3.1. --- Males should have the ability to resist --- p.136 / Chapter 6.2.3.2. --- Male rape victims are of young age --- p.138 / Chapter 6.2.3.3. --- Discussion --- p.139 / Chapter 6.3. --- Summary --- p.140 / Chapter Chapter 7 --- Results and discussion: Metaphors in rape talk / Chapter 7.1. --- Introduction --- p.142 / Chapter 7.2. --- Metaphors --- p.142 / Chapter 7.2.1. --- Female rape is science; male rape is supernatural --- p.143 / Chapter 7.2.2. --- The rapist is a wolf; rape is preying; the victim is a prey --- p.146 / Chapter 7.2.3. --- The act of rape is holding in the hand --- p.149 / Chapter 7.2.4. --- Rape is war --- p.151 / Chapter 7.3. --- Discussion --- p.152 / Chapter 7.4. --- Summary --- p.158 / Chapter Chapter 8 --- Conclusion / Chapter 8.1. --- Introduction --- p.150 / Chapter 8.2. --- Summary --- p.160 / Chapter 8.2.1. --- How do Hong Kong students of mixed- and same-sex dyads talk about rape? --- p.160 / Chapter 8.2.2. --- How are rape myths constructed through conversations of dyads about female and male rape? --- p.162 / Chapter 8.2.3. --- What metaphors do the dyads use when discussing rape? --- p.166 / Chapter 8.3. --- Limitation --- p.168 / Chapter 8.4. --- Contributions --- p.169 / Chapter 8.5. --- Recommendations --- p.172 / Chapter 8.6. --- Suggestions for further research --- p.176 / References --- p.180 / Appendices / Appendix A Participant information --- p.194 / Appendix B Personal information questionnaire --- p.200 / Appendix C The vignettes --- p.201 / Appendix D Consent form --- p.203

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

published_or_final_version / Real Estate and Construction / Doctoral / Doctor of Philosophy