published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Community Medicine / Master / Master of Public Health

published_or_final_version / abstract / Linguistics / Master / Master of Philosophy

published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

published_or_final_version / Social Work / Master / Master of Social Work

In Study 1, 381 students (Sample A) aged 9 to 15 responded to Gratitude and Indebtedness Questionnaire-12 (GIQ-12) developed on the basis of Gratitude Questionnaire-S (McCullough, Emmons & Tsang, 2002). Their responses were used to assess whether gratitude and indebtedness were perceived as distinct dispositions through exploratory factor analysis. The responses of 249 students (Sample B) with the same age range were used to confirm the factor structure derived from the exploratory factor analysis. The construct validity of gratitude and indebtedness was further examined through relating them to subjective well-being and helping tendencies. / In the two experimental studies, separate groups of 123 and 126 students from Sample B responded to questions based on vignettes designed to elicit feelings of gratitude and indebtedness. In Study 2a, three conditions of benefactor expectation for repayment (No-expectation, Expectation, and Ambiguous) were manipulated. In Study 2b, three conditions of locus of help initiation (Request, Offer, and Ambiguous) were manipulated. / The major findings of Study 2a and Study 2b provided general support that feelings of gratitude and indebtedness could be differentiated at the situational level. In Study 2a, different conditions of benefactor's expectation to return were found to be a key factor in differentiating feeling thankful, owing others, and obliged to repay. Students felt more thankful than obliged to repay when not being expected to repay; but they felt more obliged to repay than thankful when being expected for repayment. In Study 2b, different conditions of help initiation were not able to contribute to the differentiation. In predicting prosocial motivation, gratitude trait was consistently found to be a significant predictor under nearly all scenarios in Study 2a and Study 2b. However, in predicting the magnitude of reciprocation, traits and emotions of gratitude and indebtedness were found to be substantially weak predictors. Gratitude trait was found to be the only significant predictor for prosocial motivation under ambiguous conditions. The implications of the present findings for moral education and developing interventions to promote gratitude and well-being among children and adolescents are discussed. / The results of Study 1 revealed that gratitude and indebtedness were perceived to be distinct among Chinese young adolescents in Hong Kong. Grateful students, compared with their less grateful counterparts, reported heightened subjective wellbeing, demonstrated by higher level of life satisfaction, more positive affect but less negative affect experienced in their lives. However, indebted students, compared with less indebted students, reported less satisfaction with life and more negative affect. In predicting helping tendencies, gratitude trait was found to be the strongest predictor but indebtedness trait significantly contributed to less helping tendencies. / This study consisted of one survey study (Study 1) and two experimental studies (Study 2a and Study 2b). Study 1 aimed to examine whether gratitude and indebtedness could be empirically distinguished as two dispositional traits and how they were differentially related to subjective well-being and helping tendencies. Study 2a and Study 2b aimed to investigate whether gratitude and indebtedness could be differentiated as different emotions in specific situations and how gratitude and indebtedness as traits and emotions affected prosocial motivation and reciprocal behaviors. / Zhao, Yongjun. / Adviser: David W. Chan. / Source: Dissertation Abstracts International, Volume: 73-03, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 163-173). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendixes A-D and F-K in Chinese.

Li Ping. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 55-63). / Abstracts in English and Chinese. / Chapter Chapter 1: --- Introduction --- p.1 / Subjective Well-Being (SWB) --- p.1 / Life Satisfaction --- p.2 / Self-Esteem --- p.2 / Psychological Distress --- p.3 / Lazarus and Folkman's (1984) Stress and Coping Model --- p.3 / Migration as a Source of Stress --- p.4 / Primary Appraisals in Adjustment to Migration --- p.6 / Acceptance of New Living Environment --- p.6 / Perceived Discrimination --- p.6 / Language Competence --- p.7 / Secondary Appraisals in Adjustment to Migration --- p.8 / Family Support --- p.8 / Mutual Trust and Understanding with Peers --- p.10 / Sense of Mastery --- p.10 / Role of Secondary Appraisal on the Relationship between Primary Appraisal and SWB --- p.11 / Mainland Immigrants in Hong Kong --- p.13 / Adaptation Difficulties of Mainland Immigrants in Hong Kong --- p.14 / Acceptance of New Living Environment --- p.14 / Language Barrier --- p.15 / Differences in Cultural Values --- p.16 / Discrimination --- p.16 / Interacting with Unfamiliar Family Members --- p.17 / Purpose of the Present Study --- p.17 / Hypotheses --- p.18 / Chapter Chapter 2: --- Method --- p.21 / Participants --- p.21 / Instruments --- p.23 / Demographic Information --- p.23 / Life Satisfaction --- p.23 / Self-Esteem --- p.23 / Psychological Distress --- p.24 / Acceptance of New Living Environment --- p.24 / Perceived Discrimination --- p.25 / Language Competence --- p.25 / Family Support --- p.25 / Mutual Trust and Understanding with Peers --- p.26 / Sense of Mastery --- p.26 / Procedure --- p.27 / Chapter Chapter 3: --- Results --- p.28 / Effect of Gender on the Psychosocial Variables --- p.28 / Relationship between Demographic Variables and Psychosocial Variables --- p.30 / Correlation between Psychosocial Variables --- p.33 / Model Testing --- p.35 / Chapter Chapter 4: --- Discussion --- p.41 / Influence of Primary Appraisal on Mainland Immigrant Students' SWB --- p.43 / Influence of Secondary Appraisal on Mainland Immigrant Students' SWB --- p.45 / Relationships among Factors in the Same Appraisal Process --- p.48 / The Uniqueness of the Present Model in Understanding the SWB of Immigrants --- p.49 / Limitations and Future Studies --- p.50 / Implications of the Study --- p.51 / Conclusion --- p.54

Phase two was a large scale survey, whereby a convenient sample of 1319 junior secondary school students were recruited from five schools in the main study. A total number of 1211 students aged 11 years and older completed the questionnaires. The results of the main study showed that the three occurrences of bullying stressors which occurred most frequently were "Bullies make fun of my physical appearance unpleasantly", "Bullies insult me in front of other people" and "Bullies intentionally trick me". Findings also indicated that adolescents often appraised bullying as being "Physical harm or emotional hurt" and "Threaten of getting harm or loss". In particular, the highest levels of stress experienced by adolescents were in incidents where "Bullies gain peer support that I deserved to be bullied", "Bullies make fun of my physical appearance unpleasantly" and "Bullies insult me causing me to lose emotional control". Elaborating further on the Chi-square analysis measuring on the frequency of bullying behaviors, the results indicated that there were significant gender differences with regard to types of bullying behaviors such as "Being hit, beaten and punched", "Made fun of me and treated me badly", and "Being threatened to be beaten". In general, it was discovered that adolescent boys were more inclined to be involved in different types of direct and indirect bullying behaviors than girls. / Significant findings of regression analyses showed that only appraisals of school bullying to be a mediator in the relationship between levels of stress and psychological distress of school bullying. Emotional focused coping strategies and parental-support were found to be the partial mediators. Moreover, appraisals of school bullying and emotional focused coping strategies were also found to be partial mediators in the relationship between levels of stress and social distress. More importantly, appraisals of school bullying and parent-adolescent closeness were also shown to play a moderating role in the link between levels of stress and psychological distress arising from school bullying. In contrast, only problem-focused coping strategies, friendship support and parent-adolescent closeness were seen to play a moderating role in the relationship between levels of stress and social distress. (Abstract shortened by UMI.) / The aim of this study was to explore the experiences of Hong Kong adolescents involved in school bullying and to examine the stressors, perceived levels of stress, appraisals, coping strategies, coping resources and psychological consequences arising from school bullying. / The T-test analysis also highlighted the disparity between boys and girls with regard to direct bullying, indirect bullying, and levels of stress, emotional-focused coping strategies, parental support, parent-adolescent closeness and psychological distress of school bullying. The F-value of the one-way ANOVA showed that there were statistically significant grade differences in problem-focused coping strategies and parental support for the three grade groups. According to the results of correlation analyses, the levels of stress was found to have positive significant correlations with appraisal of threat, appraisal of harm, emotional focused coping strategies, social distress and psychological distress. Moreover, psychological distress was positively associated with appraisal of harm, appraisal of threat and emotional-focused coping strategies but negatively related to family support. Social distress was also found to be positively associated with appraisal of harm, appraisal of threat and emotional-focused coping strategies, however social distress was only negatively related to parental-support. / This study attempted to link the two bodies of "Bullying" and "Cognitive-transaction coping" knowledge to conceptualize "coping with stress of school bullying" as being a complex interplay between the person and the environment. This involved incorporating a cross sectional study of the quantitative approach which was comprised of two phases: Phase one was essentially the conducting of a pilot test to ensure the reliability and selection of measuring scales which would be used for the purposes of conducting the main study. These scales included "School Bullying Behavior" scale, "Levels of Stress" scale, "Appraisals of School Bullying" scale, "Adolescent Coping of Bullying" scale, "Coping Resources of Bullying" scale and the "Psychosocial Consequences of Bullying" scale. Based on a convenient sample of sixty known-case adolescent victims, the six instruments selected for the main study, were shown to have reliability coefficients exceeding 0.70 and thus only minor modifications to measuring scales were made. Based on the pre-test findings, a questionnaire comprising 170 items was developed to measure the perceptions of adolescents toward school bullying behaviors, the levels of stress encountered and appraisals of school bullying. The questionnaire also measured coping strategies adopted by students, coping resources used, psychosocial consequences of school bullying and the social demographic profile of the main study. / Law, Kin Man. / Adviser: Ma Lai Chong. / Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0333. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 354-387). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese.

李泳萱. / "2008年4月". / "2008 nian 4 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 161-171). / Abstract also in English. / Li Yongxuan. / Abstract --- p.i / 論文摘要 --- p.iii / 致謝 --- p.v / 論文目錄 --- p.viii / Chapter 第一章 --- 硏究意義和目的：一些現實與理論的背景 --- p.1 / Chapter 第二章 --- 理論架構 --- p.9 / Chapter 第三章 --- 硏究問題 --- p.23 / Chapter 第四章 --- 硏究方法 --- p.27 / Chapter 第五章 --- 硏究田野背景資料 --- p.38 / Chapter 第六章 --- 師生關係與女性氣質論述 --- p.50 / Chapter 第七章 --- 性態論述與性別關係 --- p.83 / Chapter 第八章 --- 學業表現與女性氣質論述 --- p.110 / Chapter 第九章 --- 論文討論及總結 --- p.145 / 參考文獻 --- p.161 / Reference --- p.162

published_or_final_version / Medical Sciences / Master / Master of Medical Sciences