Competitive anxiety (CA), task and ego orientation (TEO), and extrinsic and intrinsic motivation were studied in 1086 secondary school children from Hong Kong (HK), Britain, Hungary, and Romania. Statistically significant nation by gender interactions emerged for TEO as well as extrinsic motivation. Apart from HK where the highest scores for TEO were recorded, boys generally scored higher than girls on all dependent measures except CA for which the inverse results emerged. Children in the four nations showed statistically significantly different response profile in the studied measures. This research substantiates the need for local/cultural research data in developing sport education programmes.

教學工作被理解為頗適合女性從事的工作；而在香港小學教師中，又以女性佔著大多數。香港教育學院乃培訓小學老師的主要基地，其中女師範生之比例遠高於男生。男師範生彷彿身處在 “女校” 當中；另一方面，女生的整體成績似乎要比男生為佳，而領取各項獎學金者，又以女生佔大多數。本文以質性研究的方法，除檢視相關的成績和取得獎學金的數據外，並且訪問共三組修讀小學學位課程的男同學，了解他們對自身的學業成績，以及與性別事宜相關問題的看法。研究發現他們對自身的成業成績和性別角色，均有一套自己的觀點。

This article seeks to investigate whether the improvement of the status of women in Hong Kong in recent decades, effected through various efforts to promote the values of equal opportunity concepts, is reflected in patterns of gender representation in primary school textbooks used in Hong Kong. A comparison of a popular series of primary school English-language textbooks that was published in 2005 with the same series published in 1988 (12 books in total) revealed increase in gender equity in the more recent books, including increased visibility of women both visually and textually. Nevertheless, the findings also revealed a perpetuation of some stereotyped images of the two genders and portrayals of women in a more limited range of social roles than men. The 'male-first' phenomenon and the visual and textual under-representation of women were still prevalent in the contemporary textbooks. The potential impacts on children of unbalanced gender representation in textbooks are discussed within the framework of social cognitive theory.
[Copyright of Gender & Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09540253.2014.916400]

This study investigates the perspectives of service providers working with Chinese lesbian, gay and bisexual (LGB) young people in Hong Kong secondary schools and maps the relationships between same-sex sexualities, religion, education and self-harm. Sixteen service providers, including secondary school teachers, social workers based on and off school sites, and lesbian/transgender activists working in non-governmental organisations serving the LGB and transgender communities, participated in in-depth qualitative interviews. In addition, extensive participant observation was carried out. A grounded theory approach was adopted to code the data, as themes emerged with each successive round of coding. Study findings highlight four main themes: barriers to discussing sexuality at school, the effects of personal disinclination and religion, lesbian and gay youth being perceived as especially susceptible to self-harm, and the similarities in professionals' perceptions of self-harmers and LGB youth. Findings suggest that conservative religious beliefs at both the personal and structural levels act as deterrents to providing counselling and mental health services supportive of LGB youth in Hong Kong.
[Copyright of Sex Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14681811.2014.920249]