This study aimed to compare the adaptation of two groups of migrant Chinese adolescents with their nonmigrant peers. The migrant adolescents included 55 Chinese migrant adolescents who migrated to Australia (Chinese-Australian) and 111 China-born adolescents who migrated to Hong Kong (Chinese-Hong Kong). The nonmigrant adolescents included 157 Anglo-Australian adolescents residing in Australia and 456 Hong Kong-born Chinese adolescents residing in Hong Kong. There were three research questions in this study. First, would there be any differences in the adaptation of Chinese migrant adolescents in different societies of settlement? Second, would migrant adolescents experience more adaptation problems than nonmigrant adolescents? Third, would there be any differences in the adaptation of adolescents in the two societies, Australia and Hong Kong? It was hypothesized that: (1) mainland Chinese migrant adolescents in Hong Kong would experience more adaptation problems than Chinese migrant adolescents in Australia; (2) migrant adolescents would report better adaptation than nonmigrant adolescents; (3) adolescents in Hong Kong would report poorer adaptation than adolescents in Australia. The participants were requested to complete a questionnaire on various adaptation outcome measures including life satisfaction, self-esteem, psychological symptoms, academic satisfaction, and behaviour problems. The results indicated that Chinese-Australian adolescents reported better psychological adaptation but Chinese-Hong Kong adolescents reported better sociocultural adaptation. Adolescents resident in Australia reported higher psychological adaptation but lower sociocultural adaptation than those in Hong Kong. Migrant adolescents reported better psychological and sociocultural adaptation than their nonmigrant counterparts. The results were discussed in relation to the social and educational systems of the two societies.
[Copyright of International Journal of Psychology is the property

This article describes the development of an instrument - the Career and Talent Development Self-Efficacy Scale (CTD-SES) - for assessing students' self-efficacy in applying life skills essential for personal talent development, acquisition of positive work habits, and career exploration. In Study 1, data were obtained from a large sample of Chinese middle-school students (N=15,113) in Grades 7-9 in Hong Kong. The CTD-SES is an 18-item questionnaire with subscales containing items that address students' orientations toward developing their own talents, acquiring and applying positive work habits, and exploring their career possibilities. Evidence is provided for internal consistency, temporal stability, and factor structure of the CTD-SES. Goodness of fit statistics provided support for a three-primary-factor-plus-higher-factor model, and this solution was used in the statistical analyses. The data also indicated that students with plans for university study reported significantly higher scores than those without on all three domains of career and talent development. In Study 2 (N=308) Grade 10 high-ability students' scores in CTD-SES were correlated with scores in career decision self-efficacy and academic performance. The development and validation of CTD-SES is the first step toward investigating career exploration, work habits, and talent development among Asian middle-school adolescents.
[Copyright of High Ability Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13598139.2010.488089]

Objective. To examine the independent, competing, and interactive effects of perceived availability of specific types of media in the home and neighborhood sport facilities on adolescents' leisure-time physical activity (PA).
Methods. Survey data from 34 369 students in 42 Hong Kong secondary schools were collected (2006-07). Respondents reported moderate-to-vigorous leisure-time PA, presence of sport facilities in the neighborhood and of media equipment in the home. Being sufficiently physically active was defined as engaging in at least 30 minutes of non-school leisure-time PA on a daily basis. Logistic regression and post-estimation linear combinations of regression coefficients were used to examine the independent and competing effects of sport facilities and media equipment on leisure-time PA.
Results. Perceived availability of sport facilities was positively (ORboys = 1.17; ORgirls = 1.26), and that of computer/Internet negatively (ORboys = 0.48; ORgirls = 0.41), associated with being sufficiently active. A significant positive association between video game console and being sufficiently active was found in girls (ORgirls = 1.19) but not in boys. Compared with adolescents without sport facilities and media equipment, those who reported sport facilities only were more likely to be physically active (ORboys = 1.26; ORgirls = 1.34), while those who additionally reported computer/Internet were less likely to be physically active (OR boys = 0.60; ORgirls = 0.54).
Conclusions. Perceived availability of sport facilities in the neighborhood may positively impact on adolescents' level of physical activity. However, having computer/Internet may cancel out the effects of active opportunities in the neighborhood. This suggests that physical activity programs for adolescents need to consider limiting the access to computer-mediated communication as an important intervention component.
[Copyright of International Journal of Pediatric Obesity is the

Background: Many doctors experience psychological ill health. Interns are known to be particularly vulnerable.
Aim: To examine the level of depression, anxiety and stress in interns in Hong Kong, as well as the causes and how they cope.
Methods: A questionnaire was designed based on the themes identified in three focus groups of medical graduates of Year 2004 of the University of Hong Kong. The 21-item Depression, Anxiety and Stress Scale (DASS 21) was also administered. All 155 graduates of the same year were invited to participate with a response rate of 63%.
Results: Percentages of respondents with abnormal levels of depression, anxiety and stress were 35.8%, 35.4% and 29.2%, respectively. Frequent calls during night shift, long working hours and heavy workload constituted the most significant stressors. Factor analysis of the stressors showed that seven factors could explain 68% of the total variance: multidisciplinary team working issues, clinical difficulties, job seeking and employment, workload issues, ethical and interpersonal issues, adjustment to job rotation and performance appraisal. Holidays, peers and sleep offered the most significant relief.
Conclusion: Interns experience considerable depression, anxiety and stress. The source of stress is multi-faceted, but workload is the most significant stressor. Peer support groups may relief stress.
[Copyright of Medical Teacher is the property of Informa Healthcare . Full article may be available at the publisher's website: http://dx.doi.org/10.3109/01421590903449894]

This study examines the extent to which South Asian students in Hong Kong are gaining fluency in Chinese and the impact of this on their educational outcomes in the postcolonial context of an official shift to a trilingual (Cantonese, English, and Putonghua) and biliterate (Chinese and English) society. It focuses on the teaching and learning of Chinese in secondary schools 'designated' for minority background students. Data are drawn from student language proficiency testing and teacher interviews. The study found low proficiency in Chinese due, in part, to teaching methodologies based on approaches to learning Chinese as a first language. There was evidence of inadequate teacher preparation, inappropriate curriculum, structural issues, and a cycle of low student motivation and performance. The study concludes that educational outcomes for these students will not improve without a seismic shift in policy thinking and improvement of educational provision for minority students.
[Copyright of Diaspora Indigenous and Minority Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15595690903442256 ]

In this paper, we report on an inquiry exploring the experiences of 10 mainland Chinese student teachers of English so as to understand why they came to Hong Kong for a teacher education programme. The study revealed that these students were largely attracted to teaching in Hong Kong because of its extrinsic benefits such as professional stability, the prestige associated with the English language teaching profession and the opportunities to acquire valued skills transferable to other professions including English competence. Facing challenges as non-local students, they were also uncertain of becoming teachers in the new context. As 'elite' Chinese students were often unwilling to become teachers, we found it strategic to attract a large number of talented non-local students to the teaching profession and retain them. We conclude the paper with recommendations for various stakeholders to support these non-local students' adaptation and development as committed and competent teachers in local schools.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02607470902771037]

Collaborating with universities in Hong Kong, Finland, the United Kingdom and Australia the research project outlined in this paper takes up one of the key initial findings related to the importance of children's online spaces away from school. The project brings together complementary strengths from each partner nation to assist our mutual need to understand the worlds of our young "netizens" - the new public citizens of cyberspace. Differing in social and cultural context, each setting is recognised as a strong contributor to understanding the competencies of young people's digital expertise. We work from the shared view that the arrival ofWeb 2.0 and 3.0 social networking tools is educationally challenging and demands futuristic thinking for sustainable education and social connectivity globally. Our research aim is to use a common research design to discover how young people are behaving in the new online spaces; what guides their decision-making; and what, if any, common values appear to emerge when results between countries are compared. Locally derived knowledge gained from samples of 12-year-olds will be subjected to cross-cultural comparisons and validation. In doing so, we make some assumptions about the homogenising process that shared global networks may be fostering. Bringing together these contributions will strengthen the decision-making process and provide new knowledge about meaning making, agency and citizenship for the twenty-first-century e-democracy. This paper reports on the conceptual process underlying the research and the research design.
[Copyright of International Research in Geographical and Environmental Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10382040903251158]

This paper investigates the determinants of student attendance of economics classes. Course-specific and individual-specific factors are shown to have significant impacts on class attendance. It was found that female students and overseas students skip classes less often. Surprisingly, students involved in extracurricular activities attend classes more often than students who are not involved in these activities.
[Copyright of Journal of Higher Education Policy and Management is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13600800802385237]

This study investigated the connection between drawing skill and artistic creativity in relation to age groups and levels of artistic involvement among 223 Chinese primary, secondary, and university students in Hong Kong. Based on the fantasy drawing task, visual-artist judges made expert judgments on students' drawing skill and artistic creativity. There was substantial correlation between drawing skill and artistic creativity among children, adolescents, and young adults, even when artistic involvement was controlled in the partial correlation analyses. The results of correlational and regression analyses suggested that drawing skill contributed most significantly to the prediction of artistic creativity throughout the years at different stages of development, but artistic involvement became more important, especially in young adulthood. Implications of the findings on the skill-creativity relationship for arts education and the directions for future research are discussed.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10400410903579528]