Thesis (M.A.)--Si li Zhongguo wen hua xue yuan, 1974. / Reproduced from typescript. Errata slip inserted. Includes bibliographical references (p. 245-252).

published_or_final_version / Journalism and Media Studies Centre / Master / Master of Journalism

No description available.

Thesis (M.A.)--Si li Zhongguo wen hua xue yuan, 1974. / Reproduced from typescript. Errata slip inserted. Includes bibliographical references (p. 245-252).

The purpose of this research was to determine whether student academic achievement in college computer science programs in the Republic of China (ROC) could be predicted by factors reported to be effective in US studies. The relationship between these factors and course performance in computer science programs was examined. Gender differences were also interrogated. Sophomore, junior, and senior students enrolled in five universities offering computer science programs in the ROC constituted the population. A researcher-designed questionnaire was used to collect background information. Validity and reliability issues were addressed by the conduct of validity assessment, questionnaire pilot testing, and interviews with selected pilot test subjects. Scores from the College Entrance Examination (CEE) and college computer science courses were accessed through university registrar's offices. A total of 940 questionnaires were collected, representing more than 81% of the population. From data analysis, the predictive powers of CEE test scores in relation to subsequent college performance appeared to be limited. The CEE math component was negatively correlated to performance in college computer science programs. The positive relation of math ability to academic achievement in complete computer science programs was confirmed. High school overall achievement as well as math course averages were identified as effective performance predictors for college computer science programs. Prior computer experience showed no conclusive relationship to subsequent performance in college computer science courses. The close relationship between performance in beginning computer science courses and performance in complete computer science programs was validated. Significant linear prediction models with limited predictive powers (R2 ranged from 0.19 to 0.30) were generated for overall performance, but not for introductory computer science course performance. Model predictive powers were significantly improved (R2 range from 0.59 to 0.63) when performance in introductory computer science courses was included in the models. Significant gender differences were not found for CEE performance, prior computer experience, and prediction models. However, female subjects outperformed male counterparts in course performance at both the high school and college levels. / Graduation date: 1996

by Wong Yu-fai, Tommy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / by Wong Yu-fai, Tommy. / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Purposes of the study --- p.6 / Chapter 1.3 --- Significance of the study --- p.7 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Literature review related to teacher competence --- p.9 / Chapter 2.2 --- Literature review related to teachers' inferences of students' multidimensional self-concept --- p.24 / Chapter CHAPTER 3 --- METHOD / Chapter 3.1 --- Framework of the study --- p.34 / Chapter 3.2 --- Research questions --- p.36 / Chapter 3.3 --- Data Analysis --- p.37 / Chapter 3.4 --- Subjects --- p.38 / Chapter 3.5 --- Instruments --- p.42 / Chapter 3.6 --- Procedures --- p.48 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- The Self-Perception Profile for Adolescents --- p.49 / Chapter 4.2 --- Correlations between teachers' inferences of students' self-concept and students' self-concept --- p.60 / Chapter 4.3 --- Correlations between teacher competence and discrepancies between teachers' inferences of students' self-concept and students' self-concept --- p.66 / Chapter 4.4 --- Relative contribution of teacher competence in interpersonal skills and teacher competence in classroom procedures towards predicting the discrepancies between teachers' inferences of students' self-concept and students' self-concept --- p.70 / Chapter CHAPTER 5 --- DISCUSSION / Chapter 5.1 --- Students' self-concept --- p.74 / Chapter 5.2 --- Teachers' inferences of students' self-concept and students' self-concept --- p.77 / Chapter 5.3 --- Relationship between teacher competence and discrepancies between teachers' inferences of students' self-concept and students' self-concept --- p.80 / Chapter 5.4 --- The relative contribution of teacher competence in interpersonal skills and teacher competence in classroom procedures towards predicting the discrepancies between teachers' inferences of students' self-concept and students' self-concept in different domains --- p.81 / Chapter CHAPTER 6 --- CONCLUSION --- p.85 / REFERENCES --- p.89

published_or_final_version / Psychology / Doctoral / Doctor of Philosophy

The sociological concept of anomie describes a state in which an individual or community experiences a loss or lack of a clear sense of norms. Anomie can be understood from three key theoretical perspectives from Merton, Durkheim and Guyau, respectively. These are: 1) a dilemma of having to choose between socially acceptable goals and the means required to achieve them; 2) a loss of meaningful connection with social classification through sudden change; and 3) a period of existential obligation in which problems must be solved in order to move to the next developmental stage. Power and institutions share an intrinsic relationship with theories of anomie as from a Foucauldian perspective; it is institutions that are tasked with the maintenance of social norms through the investiture of legitimate power. Feelings of dysphoria also frequently accompany anomie as individuals and groups change and adapt in the process of developing coping skills of either motivation and increasing agency, or survival and acquiescence. This thesis is the final product of a qualitative research study of the lived-experiences of Mainland Chinese students who are currently studying in Hong Kong, or who graduated within the past five years. Using a narrative theory approach with values of empowerment and collaborative research, testimony from 25 participants was obtained through guided, in-depth, semi-structured interviews. The study found that experiences of discrimination and exploitation against Mainland students are common both in wider society and within university institutions. These experiences in turn often led participants to begin questioning their personal worth, the value of their goals, and sense of “Chinese-ness”. As a result, participants came to question the shared narrative of Hong Kong’s cultural and economic superiority, and its own internal sense of identity and future direction within a greater Chinese community. Through this thesis, I argue that although experiences of anomie involve potentially distressing periods of change, uncertainty and dysphoria, they also serve an important social function in contributing to the formation and negotiation of norms, and in the process, help to maintain an ongoing, contiguous narrative both of individuals and the communities that they live within. The concept of a “Constellation Theory of Anomie “is developed using two models entitled “The Theoretical Constellation of Anomie” and “The Narrative of Anomie” to explain the bi-dimensional nature of anomie in contexts of structurated space and narrative time. As Hong Kong and Mainland China continue to move closer together, existing social, cultural and behavioural norms become increasingly contested. Mainland Chinese students studying in Hong Kong are a singularly important group as their presence in the region serves as one context for the negotiation of a stable, inclusive group identity and narrative. / published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

This research explored the motivations of African students to choose Hong Kong universities. This research employed a qualitative dominant, quantitative supplement approach to explore the motivations of ten African students for enrolling at universities in Hong Kong. A number of motivations were identified with academic motivation being the most important. There were also other motivations but these were on a minor scale or an individual basis. Implications of this research for university admission policy were discussed at the end of this research paper. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Philosophy