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

培養終身學習者是學校教育的重要任務，轉變評估理念、將評估作為促學手段是教育政策的導向，將二者有機結合到課堂中，即利用課堂評估培養學生成為終身學習者的實踐訴求是研究源起。本研究依託自主學習概念界定終身學習者所需素養，調查中國大陸三所中學的課堂評估實踐可否培養自主學習者以及影響因素。研究由四個問題引導展開：促進自主學習的課堂評估特徵在中國中學體現如何？中國中學生自主學習狀況如何？各項課堂評估特徵對學生自主學習各維度的影響關係為何？不同課堂評估特徵對自主學習有不同影響的原因為何？本研究選取河北省與廣州市三所中學12個高二班級，通過問卷、訪談、（課堂與實物）觀察收集數據，研究課堂評估及學生自主學習狀況。共計有分屬生物、語文、英語三門學科的630名學生與12位教師參與。採用描述統計、多元方差分析、結構方程建模等量化統計方法並結合質化分析，研究結果如下： / 第一，參與研究中學課堂評估實踐在促進自主學習的特徵上處於中等水平，學科比較發現英語科水平最低。評估採用傳統任務形式，明顯模仿高考試題，包含不同題型，考查多種認知能力。學生自評以評分與評後反思跟進為主，互評僅為評分且互評機會少，學生無參與評估決策機會。教師對學生參與評估的指導主要在於精確評分，將評估視為管理工具，故剝奪學生參與決策機會。課堂口頭反饋是主要教師反饋渠道，反饋側重認知內容。課堂評估氛圍安全，阻礙學生積極應對課堂評估的主要是自尊。 / 第二，學生自主學習水平也在中等，英語科水平最低。學生的元認知調節針對學習內容、不關注認知策略，較多做評估後反思與調整，但缺乏計劃與監視，著重"回顧"。認知策略上多用記憶法，精細加工策略居中，組織策略最少。學生內部動機較高，認為學習內容有價值；外部動機主要有高考與重要他人的期待，相對不重視社會比較或在同伴中地位。對動機調節策略的運用無意識，當有意識調節動機時，往往採用回避或控制，而非真正調節動機。 / 第三，文獻指出七項評估特徵──評估任務、自評、互評、學生參與評估決策、教師指導與結構、教師反饋、評估氛圍──存在發展自主學習的契機，但本研究僅提供部分支持。其中可促進自主學習的包括自評、教師指導與結構以及教師反饋，評估任務及學生參與評估決策效用有限，利用互評、營造安全評估氛圍兩項策略未提升自主學習水平。 / 第四，九類因素影響課堂評估對自主學習的效用。除評估本身的質與量方面因素外，存在七類"情境"因素：學生執行、學生對待反饋、學生積極主動參與、學生依賴、學習動機與策略不易變、學科特征、師生關係。 / The New Curriculum Reform along with a series of official educational documents spells out the imperative for schools to foster lifelong learners; a formative assessment initiative also stands out in the reform. The present research explores the potential of integrating the two themes into regular classroom practice, i.e., formatively use classroom assessment (CA) to prepare students for lifelong learning. Four research questions guide this pursuit: How pro-SRL (Self-regulated learning) are Chinese high-school classroom assessment (HCA) practices in reference to seven assessment features? How well do Chinese high-school students regulate their learning? What is the impact of CA on students’ SRL? Why do CA strategies have varied impacts? / 630 high-school juniors and their 12 teachers, from 3 high schools in Hebei and Guangzhou, participated in the study. Questionnaire survey, interview, class observation and artifact collection were adopted to collect quantitative and qualitative data. The participants were chosen so as to represent various CA practices in different subject areas including biology, Chinese and EFL (English). / Quantitative analytical techniques including descriptive analysis, MANOVA, and SEM were employed in association with qualitative analysis to find: / Firstly, HCA moderately bore pro-SRL features, though there were variations among the three subjects, with EFL the lowest. Specifically, HCA mainly relied on traditional assessment tasks that were obviously modeled on Gaokao papers; these tasks tapped a range of cognitive abilities. Self-assessment and peer-assessment focused on rating and not much else. Students profited from self-rating through reflection and reaction, but peer-rating was minimally engaging. Meanwhile peer-assessment was rare. Teacher instruction on assessment techniques, if any, was primarily concerning rating accuracy. In addition to the lack of real self- or peer-assessment practice, students were not involved in making decisions regarding their own assessment. This is because teachers saw assessment as a way to control and manage. Teacher feedback was usually delivered orally during class, mostly focused on the specific assessment tasks. Classroom assessment was not much of a high-stakes event but viewed by the students as an occasion where they needed protect their self-esteem. / Secondly, students were medium-level self-regulated learners, and once again EFL students trailed others. When they metacognitively regulated their learning, the students took a retrospective approach, i.e., they reflected and reacted, but seldom planned and monitored. Also, they focused on what they learned, not how they learned what they learned. Memorization was the most common cognitive strategy, followed by elaboration, and organization. Students showed high intrinsic motivation; they deemed curricular materials relevant and important. Their extrinsic motivation was Gaokao-related, as well as fueled by their significant others’ expectations. Less high was the motivation to earn admiration from peers. Students were not knowledgeable about motivation-regulating strategies. As a result, they used volitional and avoidance approaches when learning motivation was low, though some of their learning activities had unintended effect of boosting motivation. / Thirdly, the seven CA features, i.e., assessment task, self-assessment, peer-assessment, student involvement in decision-making, teacher instruction and structure, teacher feedback as well as assessment environment, did not contribute to SRL equally. Among the seven, self-assessment most effectively supported SRL, followed by teacher instruction and provision of structure on assessment procedures, and then teacher feedback. Assessment task and student involvement in decision-making had mixed impacts. Peer-assessment and assessment environment did not improve SRL. / Fourthly, to make any conclusions practical, factors that interfered with the impact of assessment strategies were explored. Among the 9 factors, 2 were traits inherent in the strategies, i.e., the relevance of the strategies, including the implementation of them, to the concerned SRL dimension, and the frequency and consistency of their use. The remaining 7 were contextual, including student implementation, student response to feedback, student engagement, student reliance, fixed learning motivation and strategy use, the subject per se, and student-teacher relationship. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 張文霄. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 251-284). / Abstracts also in English. / Zhang Wenxiao.

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

China’s radical social transformation, brought about by its rapid economic growth, has placed more of its youth at risk. There has been an increase in juvenile delinquency, internet addiction, school bullying, and gang involvement. Research on this subject in China has attributed the problem to lower socioeconomic status of students’ families, faulty parenting style, academic failure, and aggressive personality. However, the dominant discourse virtually ignores the lives of young people within their context and fails to examine what a deviant lifestyle means to them. This research addresses this limitation by examining the process through which unprivileged students navigate through the problems they face in secondary schooling and construct a deviant subculture. This was accomplished through an intensive fieldwork in an urban secondary school in southeast China with participant observation and interview methods to collect data on a range of students, their parents and teachers over an eight-month period. The results of the data analysis reveal that school plays a critical role in the formation of students’ deviant identities. Its preoccupation with academic performance and bureaucratic management pushes students who bear with cumulative disadvantages inherited from their families and community to a more marginalized position. Deviancy develops from a label to a response. The key manifestation of this is the creation and development of a ‘muddling’ subculture as their strategy to survive schooling. Although the ‘muddling through’ strategy may not provide them with better chance of employment for them to jump out of working-class, nor give much hope for access to the cultural mainstream of society, it still has some positive aspects. The subculture not only offers an alternative way to safeguard their psychological well-being and hone their interpersonal skill, but also facilitates them to gain more social space and resource in the subordinate situation. This finding coincides with selected sociological studies of deviant students in the West but also aligns with the special context of contemporary China. First, the Chinese society is evolving even faster after the establishment of Deng’s economic model. It is a broadly accepted fact and a roaring public concern that the gap between the poor and rich in China is heading towards a new class structure. In this context, schooling doubtlessly plays a role in the social reproduction. This study claims that lower class students’ deviant subculture is not simply an oppositional culture to the value of school education as argued in Western literature; rather, it is a strategic negotiation with the social structure in order to ‘muddle through’ their lives. Second, the nature of this ‘muddling’ subculture has strong links with a pragmatic social ethos that glorifies monetary success. When “whatever works to become rich” is the dominant “Chinese dream”, other forms of social recognition, value and well-being attached to formal school education can appear as overwhelmingly irrelevant to the eyes of those students who inherited a social class they did not choose and an educational system that tells them little. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

With the increasing use of forgiveness interventions as therapy and educational programmes, a lot of studies have been conducted to investigate the effectiveness of the interventions. However, most of the existing intervention studies do not consider the cultural elements in forgiveness. The current study aimed to fill this gap by conducting research on forgiveness interventions in Chinese cultural context. The researcher devised a forgiveness programme by integrating the programme based on Enright-Process-Model with another programme based on Chinese cultural values. To examine the effects of the forgiveness programme on the participants’ forgiveness attitudes and other psychological variables, a 3-phase study design combining quantitative and qualitative approaches was adopted. In Phase I, the reliabilities and validities of the instruments (i.e., Decisional Forgiveness Scale, Emotional Forgiveness Scale, and Batson’s Empathy Adjectives) were examined with the sample of 194 college students (114 males and 80 females) in Nanjing. The instruments were used in the intervention studies (Phase II and Phase III). In Phase II study, two 4-session forgiveness programmes which were based on the Enright psycho-social process model and the Chinese cultural values respectively were conducted for 24 college students in Zhuhai. Based on both the quantitative and qualitative findings of the two brief programmes, a 10-session forgiveness programme integrating Chinese cultural values and the Enright Process Model was devised and implemented among 28 college students in Zhuhai (16 in experimental group and 12 in control group; 2 males and 26 females) in Phase III, the main study. The findings disclosed that gains in forgiveness attitudes in the experimental group were significantly higher than those in the control group. The improvement in the experimental group was maintained at the follow-up test after 3-month. Gains of state-anxiety in the experimental group, meanwhile, were marginally higher than those of the control group, while gains of empathy and self-esteem had no significant differences between groups. The qualitative findings further revealed the participants’ understandings of forgiveness and the strategies that influence forgiveness. The strategies facilitating forgiveness included engaging in perspective taking, taking self-responsibility, cultivating empathy, having positive thinking, and stopping rumination. In contrast, repeated offences, severe hurt experience from the offence, no apology from the offenders, and no continued relationship are perceived as factors that hinder the participants’ forgiveness. In addition, Chinese values of harmony and face were found to be pertinent factors influencing participants’ decision to forgive. The implications of the findings are discussed. Theoretically, the integration of the Enright Forgiveness Process Model and Chinese cultural values was effective in promoting forgiveness attitudes and psychological well-being with Chinese participants in the collectivist cultural setting. Practically, elements such as reconciliation need to be included in the forgiveness interventions with Chinese participants. Chinese educators are suggested to use the experiential psycho-social approach rather than the indoctrinatory approach to cultivate the value and strategies of forgiveness. The limitations of the study and suggestions for future research are also presented. / published_or_final_version / Education / 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