A survey study was conducted to examine the relationship among achievement goal orientations, study strategies and achievement of a sample of teacher education students in Hong Kong. Multivariate data analyses showed there was no significant difference in achievement goal orientations across discipline and programme groups but there was a significant difference in achievement goals between male and female students. The difference was found in performance goal. Analysis of the study strategies showed no significant difference across gender, discipline and programme groups. Correlational and path analysis shown learning goal was significantly and positively related to deep strategy but negatively and significantly related to surface strategy. Performance goal was significantly related to both surface and deep strategies. However, academic achievement was not significantly related to learning and performance goals or surface and deep strategies. The results were discussed in terms of socio-cultural factors and implications were drawn for teaching and learning as well as future directions of research.
[Copyright © 2005 De La Salle University, Philippines.]

Primary school pupils’ attributions of academic success are presented in this study. The sample for the study comprised 1154 Year-3 and Year-5 pupils from ten primary schools in Hong Kong. Pupils’ academic attributions were measured by a 16-item Academic Attribution Scale. Pupils indicated the extent to which they attributed their performance at examinations, tests, homework assignments, and class work to luck, ability, effort and use of strategy, on the scale. It was found that girls tended to have healthier attributions than boys did. Girls attributed significantly more to strategy use and effort than boys did. Boys attributed performance to luck significantly more than girls did. Multilevel analysis showed that there was significant school-level and class-level variance for attributional beliefs. Nevertheless, most of the higher level variances of attributional beliefs occurred at the class-level rather than at school level. Implications for teaching and learning are discussed in the article.
[Copyright © 2006 The Hong Kong Institute of Education.]

Over the years numerous studies have been conducted in an attempt to determine the effect of homework on students’ learning (Thomas, 1992). In practice, there are much problems and misconceptions with the implementation of homework. In Hong Kong, this issue worsens existing educational problems (Education Department, & Home School Cooperation Committee, 1994). With the launching of curriculum reform in 2001, the education bureau in Hong Kong recommends that there be a change in homework policy and practices(Curriculum Development Committee, 2001). Schools should put more emphasis on "meaningful homework" as an integral part of the school curriculum. In the past, curriculum changes in Hong Kong often encounter unsuccessful experiences because of poor policy dissemination and implementation and mismatching teachers’ conceptions, etc (Yeung, 2004). Studies alike demonstrate that any educational change needs an authentic "paradigm shift" in perspectives, philosophy and pedagogy (Kuhn, 1970). The paper intends to look into the underpinning theory and thereafter the underlying agenda embedded with this homework policy. The researcher has adopted research method including documentary analysis and simple survey. The researcher conducts and compares content analysis of two kinds of documents -- Official homework guideline as well as various samples of school homework. A simple survey of teachers’ conception about the new homework policy has been used as kinds of triangulation. The researcher wishes that findings from the study may have empirical and practical significance to future development of homework practices and policy in schools.

Objective: This study aims at exploring university students' attitudes towards the application of genomic science and technology (GST) and the rationales behind their judgments.
Background: With the rapid advances in GST, its wide application will become common in the near future. Since understanding the ethical, legal, and social implications (ELSI) of GST is important for its sustained development, understanding public attitude towards GST application is critical for its acceptance in Hong Kong society.
Participants: Cantonese speaking undergraduate and postgraduate students of the University of Hong Kong (HKU-students).
Methods: The study consisted of two parts. Part 1 was a survey of 400 HKU-students recruited at the library entrance and the written questionnaires were completed immediately. Part 2 comprised semi-structured interviews of 65 of the 400 HKU-students surveyed in Part 1 and each was interviewed individually.
Conclusions: In Part 1, HKU-students had neutral responses for most themes, and Part 2 showed that the neutrality was primarily caused by opposing opinions of proponents and opponents in each theme. HKU-students had a negative attitude towards human genetic enhancement and were worried about GM food, genetic discrimination, and misuses of genetic information. The study did not support the deficit model but confirmed the particularistic view that endorsement of a GST application is determined by specific contextual factors.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14636778.2012.662040]

With reference to three secondary schools in Beijing, this study investigates students' perceptions of multiple identities at four levels - self, local, national, and global - and the ways in which students form multiple identities. The study uses a mixed methodology of questionnaires and interview surveys to collect data, and identifies four patterns of Beijing students' multiple identities: a high value on self-identity, a strong affective orientation toward local and national identity, minimal distinction between local and national identities, and an imagined global identity. This study provides empirical data that both supplements and challenges the existing literature on citizenship and citizenship education in the context of globalization.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13621025.2011.549730]