Tam, Kok-wing = 從質性研究探討中國香港女性大學生運動習慣的決定因素 / 譚玨穎. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 102-116). / Text in English; abstracts in English and Chinese. / Tam, Kok-wing = Cong zhi xing yan jiu tan tao Zhongguo Xianggang nü xing da xue sheng yun dong xi guan de jue ding yin su / Tan Jueying. / Abstract --- p.i / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.vii / List of Figures --- p.viii / Chapter CHAPTER ONE / Introduction --- p.1 / Background --- p.1 / Purpose of Study --- p.6 / Operational Definition of Terms --- p.6 / Assumptions --- p.7 / Delimitations --- p.8 / Limitations --- p.8 / Significance of the Study --- p.8 / Chapter CHAPTER TWO / Review of Literature --- p.10 / Psychological Aspects of Physical Activity --- p.10 / Theoretical Background --- p.10 / Reduction of Stress and Depression --- p.11 / Enhancement of Mood --- p.13 / Improvement in Self Concept --- p.14 / Higher Quality of Life --- p.15 / Reasons for Exercise Participation --- p.16 / Exercise Determinants --- p.17 / Research Related to the Determinants of Physical Activity --- p.18 / Personal Characteristics --- p.18 / Psychological and Behavioural Determinants --- p.19 / Environmental Determinants - Social factors --- p.21 / Environmental Determinants - Physical factors --- p.22 / Physical Activity Characteristics --- p.23 / Exercise Facilitators --- p.24 / Exercise Barriers --- p.24 / Gender --- p.25 / Decline of Young Adult Exercise Pattern --- p.27 / The Transtheoretical Model --- p.28 / Theoretical Background --- p.28 / The Five Stages of Change --- p.31 / Precontemplation Stage - --- p.31 / Contemplation Stage --- p.31 / Preparation Stage --- p.31 / Action Stage --- p.32 / Maintenance Stage --- p.32 / Research related to the Transtheoretical Model and physical activity --- p.33 / Summary --- p.35 / Chapter CHAPTER THREE / Method --- p.36 / Participants --- p.36 / Survey sample --- p.36 / Interview sample --- p.37 / Procedures --- p.37 / Surveying --- p.37 / In-depth interviewing process --- p.38 / Instrumentation --- p.39 / Questionnaire for the Survey Sample (818 students) --- p.39 / Exercise Stage Assessment --- p.39 / Interview guide for the interview sub-sample --- p.40 / Data Analysis --- p.42 / Questionnaire Analysis --- p.42 / Data analysis for the interview --- p.42 / Chapter CHAPTER FOUR / Results --- p.46 / The General Results from Exercise Stage Assessment --- p.46 / Background of the 15 Interviewees --- p.47 / Reasons for sedentary behaviour of the non-exercisers --- p.50 / Personal Characteristics --- p.52 / Psychological and Behavioural Determinants --- p.53 / Exercise Determinants - Physical aspects --- p.55 / Exercise Determinants - Social aspects --- p.58 / Physical Activity Characteristics --- p.60 / Reasons for the non-exercisers to change their sedentary behaviour- --- p.61 / Personal Characteristics --- p.62 / Psychological and Behavioural Determinants --- p.63 / Exercise Determinants - Physical aspects --- p.65 / Exercise Determinants - Social aspects --- p.66 / Physical Activity Characteristics --- p.67 / Reasons for the exercisers to be active --- p.67 / Personal Characteristics --- p.68 / Psychological and Behavioural Determinants --- p.70 / Exercise Determinants - Physical aspects --- p.72 / Exercise Determinants - Social aspects --- p.72 / Physical Activity Characteristics --- p.74 / Reasons for the exercisers to terminate their active behaviour --- p.75 / Personal Characteristics --- p.76 / Psychological and Behavioural Determinants --- p.76 / Exercise Determinants - Physical aspects --- p.78 / Exercise Determinants - Social aspects --- p.81 / Chapter CHAPTER FIVE / Discussion --- p.83 / Exercise Determinants in Personal Characteristics --- p.85 / Exercise Determinants in Psychological and Behavioural Dimensions --- p.89 / Exercise Determinants in Environmental - Physical aspects --- p.91 / Exercise Determinants in Environmental - Social aspects --- p.95 / Exercise Determinants in Physical Activity Characteristics --- p.96 / Summary and Conclusion --- p.97 / Recommendations --- p.100 / References --- p.102 / Appendix A --- p.117 / Appendix B --- p.119 / Appendix C --- p.120 / Appendix D --- p.122 / Appendix E --- p.124 / Appendix F --- p.126 / Appendix G --- p.128 / Appendix H --- p.130 / Appendix I --- p.131 / Appendix J --- p.133 / Appendix K --- p.135

Man Ka Yin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 44-54). / Abstracts in English and Chinese ; questionnaires in Chinese. / Chapter I --- Abstract / English version --- p.i / Chinese version --- p.iii / Chapter II --- Acknowledgement --- p.iv / Chapter III --- Table of Contents --- p.v / Chapter IV --- Introduction / Types of Emotions --- p.2 / Characteristics of Emotional Communication --- p.4 / Psychological Aspect: Personality --- p.7 / Social Aspect: Interaction Pattern --- p.10 / Cognitive Aspect: Communication Concerns --- p.12 / Objectives of the Present Study --- p.14 / Chapter V --- Method / Participants --- p.15 / Instruments --- p.15 / Procedure --- p.17 / Chapter VI --- Results / Reliability Analyses --- p.18 / Emotional Sharing --- p.18 / Predicting Emotional Sharing --- p.21 / Chapter VII --- Discussion / Sharing across the Eight Types of Emotions --- p.28 / Factors Underlying Different Types of Emotional Sharing --- p.29 / Limitation and Further Studies --- p.40 / Implications --- p.41 / Chapter VIII --- References --- p.44 / Chapter IX --- Footnotes --- p.55 / Chapter X --- Tables --- p.56 / Chapter XI --- Figure --- p.65 / Chapter XII --- Appendices / Questionnaire (Chinese version) --- p.Appendix 1 / Zero-order Correlation Results --- p.Appendix 2

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Nursing Studies / Master / Master of Nursing

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

published_or_final_version / Medical Sciences / Master / Master of Medical Sciences

published_or_final_version / Mental Health / Master / Master of Social Sciences

published_or_final_version / Social Work / Master / Master of Social Sciences

The policy on “Teaching English through English” has been proposed by the Hong Kong Government for decades. However, teachers find it difficult to follow the policy and the use of Cantonese is necessary due to the realistic need of students. The present study aims to investigate the patterns and functions of the use of Cantonese in English lessons, and to examine English teachers’ and students’ views towards the use of Cantonese in English classroom. This study involved three S4 teachers and twelve students from their classes. Data was collected through audio recording of lessons and interviews with teacher and student participants. The results show that Cantonese was widely used for teaching vocabulary, explaining relatively complicated tasks and classroom management. Teachers seldom reverted to the target language once they have switched to Cantonese. Both the teacher and student participants believed that the use of Cantonese could facilitate the teaching and learning of grammar and vocabulary. Also, it was effective in maintaining classroom discipline, enhancing communication within the classroom, and creating a conducive learning environment. Despite the perceived pedagogical value of Cantonese in English classroom, findings suggest that teachers tended to use Cantonese as a time-saving device rather than a facilitative teaching tool, and the potential pedagogical functions of using Cantonese in English classroom were not fully utilized because of the teachers’ lack of strategic planning when using it. It is important for English teachers to reflect on their language choice, and to develop an awareness of using Cantonese effectively to facilitate students’ learning of English. / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

This research aimed to investigate whether or not intellectual styles are malleable and to study the effects of intellectual styles on learning achievement. These aims were achieved through investigating whether or not teachers’ teaching behavior could lead students to change their intellectual styles in learning, and examining the relationship between students’ intellectual styles and learning achievement. Surveys and an experiment were employed in this research. The surveys consisted of two pilot studies (Study 1 and Study 2), while the experiment formed the main study (Study 3). The pilot studies were performed to evaluate the two inventories (the Questionnaire for Teacher Interaction and the Thinking Styles Inventory-Revised) used in the main study, and to investigate the relationship between thinking styles and preferred teacher teaching behavior among students and teachers. Two hundred and forty-seven students and 94 teachers were recruited in Studies 1 and 2, respectively. Findings in these two pilot studies verified that the two inventories were applicable to Chinese secondary school teachers and students. These two studies also revealed that preferred teacher teaching behavior and thinking styles of students and teachers were related. In particular, students and teachers with a dominant preference for Type I thinking styles preferred student-centered teaching behavior to teacher-centered teaching behavior. Moreover, they preferred a wider range of teaching behavior than did the students and teachers with a dominant preference for Type II thinking styles. Also, in the teacher sample, the relationship between thinking styles and preferred teaching behavior exhibited a clearer pattern than in the student sample. The experiment was an eight-month instructional research. Five experimental classes were formed, with five teachers and 139 students as participants. Each teacher taught one class, after being trained to adopt only one type of teaching behavior to teach and to interact with students. Dominant, oppositional, and submissive teaching behaviors were the respective types adopted for three of the classes. The remaining two classes were taught by teachers adopting cooperative teaching behavior. Hence, the experiment adopted a 2 (time) × 5 (learning environment) repeated-measures design. Students’ thinking styles were measured by the Thinking Styles Inventory-Revised before and after the experiment. Also, an investigation of student learning achievement was conducted after classroom instruction. The results showed that students’ thinking styles changed in all of the five experimental classes, with teachers’ teaching behavior in teaching being the main factor contributing to the changes. Moreover, teacher-centered and student-centered teaching behaviors led to student thinking style changes along different directions. Teacher-centered teaching behavior tended to cause student thinking style changes that diverged from the teachers’ own preferred thinking styles, while student-centered teaching behavior tended to shift students’ thinking styles in a direction towards their teachers’ preferred thinking styles. Furthermore, students’ thinking styles and their learning achievement were related. Specifically, Type II styles and the internal style tended to positively predict student learning achievement, while Type I styles and the external style tended to negatively predict learning achievement. Theoretical and practical implications of these findings are also discussed. / published_or_final_version / Education / Doctoral / Doctor of Education