Background: In Hong Kong, the time limitation set for physical education (PE) lessons at schools is one of the obstacles in promoting adequate physical activity (PA) levels for students. Flipped learning is a pedagogical approach that advocate more interaction between teachers and learners, in return promoting more PA participation. The present study utilised the self-determination theory (SDT) as the theoretical framework for designing flipped learning content to be applied during PE lessons, targeting the improvement of students’ PA levels. The purpose of this study was to examine the effectiveness of the flipped learning unit on the PA levels and motivation of students during PE lesson.Method: For this study, 111 Grade 5 students at a Hong Kong primary school participated in the study. They were grouped into a flipped learning group (PE lesson with flipped learning; n=57) or a traditional learning group (PE lesson with regular teaching; n=54). Participants were randomly assigned to groups followed the class they were in. The flipped learning design included an online self-learning session and an in-school learning session with more practice and discussion time allowed during the course of a four-lesson PE learning unit. The lessons for both groups were conducted in twice weekly sessions that lasted for 25 minutes each. An accelerometer (GT3X) was used to measure the PA levels of students during the four experimental PE lessons; and questionnaires were used to assess their motivation before each PE class.Results: Using ANOVA, a significant difference in PA level was found between the traditional learning group and flipped learning group (F, [1,21] = 21.76, p < .05). Moderate to vigorous physical activity (MVPA) duration of the flipped lessons was higher and duration of sedentary (SED) was lower than that of the traditional lessons. At the same time, autonomous motivation was a positive predictor of MVPA (β = 1.603, p < 0.05) in practice-oriented lessons. In addition

The ability to formulate problems is an important part of computational thinking (CT) development for nurturing creative problem solvers. However, problem formulation is inadequately addressed in primary school education. This study aimed to investigate the problem formulation processes of primary school students. Students from eight winning teams in a primary school CT competition in Hong Kong participated in the study. Focus group interviews were conducted with the students and teachers separately. Data analysis revealed that the students’ problem formulation processes could be divided into three stages, namely, the Find, Investigate, and Define stages. The Investigate stage was an essential stage connecting the Find and Define stages. Interviews showed that support from teachers and parents was necessary for students to gain a positive experience of formulating problems in primary school context. Findings suggest that CT curriculum should be designed to allocate sufficient project time and learning space for students to develop their problem formulation ability. Problem formulation abilities are critical in the development of students’ creativity in computational thinking. Copyright © 2022 The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

This mixed-methods study investigates whether and to what extent positive psychology constructs (classroom enjoyment, grit, and growth mindset) and Extramural English predict primary school students’ willingness to communicate in a second language (L2 WTC) both in the classroom (a fictitious but common setting for English communication among English as an Foreign Language [EFL] students) and outside the classroom (a natural and increasingly prevalent environment for EFL communication). We collect and analyze survey data from 160 EFL primary school students in Hong Kong (ages 6–13 years old). Hierarchical regression analyses reveal that L2 WTC in the classroom is predicted by classroom enjoyment, grit, and Extramural English. A slightly different picture emerges outside of the classroom, with grit, growth mindset, and Extramural English predicting L2 WTC. Semi-structured interviews (N = 8) confirm and elaborate on the quantitative findings. Our findings suggest that through grit- and Extramural English-integrated intervention programmes, EFL teachers can improve young learners’ L2 WTC both inside and outside the classroom. Furthermore, teachers can improve young learners’ L2 WTC in the classroom by creating a positive learning environment, while also improving their L2 WTC outside of the classroom by cultivating their growth mindset system. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

The issue of the “research-practice gap” has been a long-standing concern in the education community. To tackle this issue, there is a growing interest in research–practice partnerships (RPPs) to connect research with practice by providing solutions for improving practice in schools. Although studies have reported that constructive relationship would produce positive outcomes, establishing long-term and mutually beneficial RPPs requires further investigation. In Hong Kong, the Learning Study (LS) approach with Variation Theory derived from phenomenology as the theoretical framework for pedagogical design has been adopted as a RPP model and has sustained for two decades. Like many RPPs models, LS approach has been facing different challenges when teachers are increasingly held accountable for meeting new demands from education reform. In this respect, this paper explores the challenges and strategies of the LS approach as a RPP model and its conditions of success. It reports a case study of how a group of English Language teachers adopting a LS approach while integrating education initiatives in their instructional design. The findings have identified trust building, teacher’s capacity building and visible outcomes as possible key factors of effective RPP model. This paper may shed light on the implementation of research–practice partnerships. Copyright © 2022 National Institute of Education, Singapore.

The study was conducted under the backdrop of the increasing demand of Mandarin-learning in Scotland and Hong Kong. Inspired by Gardner’s (2010) socio-educational model, this study is the first to compare students’ integrative motivation towards learning Mandarin under the two contexts. The data was obtained from a total of 132 secondary school students (54 from Hong Kong, and 78 from Scotland) through questionnaires. It also aimed to examine the robustness and culture-specific applicability of the model. Due to the geographical proximity and cultural similarity to Chinese, the integrativeness of non-Chinese speaking (NCS) students in Hong Kong is expected to be relatively higher compared to the students in Scotland. However, the results showed that NCS students displayed lower integrative motivation than students in Scotland. The significant difference we identified lay upon one of the constructs - fear of assimilation. This unexpected phenomenon could invite more in-depth studies on factors affecting integrative motivation in learning Mandarin.漢語作為第二語言的學習日益普及，無論是香港的非華語學生，或是全球的「漢語熱」，都顯示需求日益增長。本研究以Gardner（2010）的社會教育模式為理論基礎，比較了兩種語境下學生學習普通話的綜合動機。 是次研究的數據來自132 名中學生（54 名香港非華語學生，78 名蘇格蘭本地學生）的問卷調查結果。本研究還旨在了解社會教育模型在特定文化的適用性。由於香港地理上相鄰內地，文化亦相似，所以香港非華語學生的綜合性預期會比蘇格蘭的學生高。然而，結果卻顯示非華語學生的綜合動機較蘇格蘭學生為低。我們發現的顯著差異在於其中一個建構因素─對同化的恐懼。這個現象能讓我們對綜合動機及跨文化的因素進行更深入的研究。 Copyright © 2021 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.

The paper reports on 740 Primary (Grade) 5 students' knowledge building and sharing of e-learning resources in a recent project work, involving inter-school learning community of 4 prestigious Catholic primary schools in Hong Kong. By using an interactive web-based learning platform called Knowledge Community (KC) and adopting learning community approach of advancing both individual and communal knowledge through knowledge building discourse (Collins & Bielaczyc, 1997), the project helped gather groups of students from four schools, forming 72 communities to generate thematic discussion on environmental protection over a period of 7 months. Empirical data showed that students exercised higher-order thinking skills through interdisciplinary project learning in the Bloom taxonomy of knowledge (7.77%), comprehension (30.68%), application (25.15%), analysis (9.08%), synthesis (3.52%) and evaluation (23.79%). As a whole, the project has exemplified an inter-school learning community model in East Asia, with stresses on e-leadership in school's collaborative learning cultures, parental involvement in student learning and students' scaffold supports in computer-mediated communication environment. Copyright © 2005 The authors. All rights reserved.

Aviation is an interdisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to principles of flight, language, earth science, aeronautical engineering, flight training and airmanship. In K-12 education, educators have started to encourage children to learn science, technology, engineering and mathematics (STEM) subjects via aviation-themed activities to develop future scientists and engineers. This study investigated upper primary students' motivations to learn STEM via engaging in flight simulation experiences. The sample consisted of 345 10- to 13-year-old Hong Kong students from 8 primary schools. A modified version of the 31-item Science Motivation Questionnaire II (SMQ II) with four subscales with a focus on aviation was used. The relationships between intrinsic motivation, extrinsic motivation, self-efficacy and peer support across gender and performance were examined. The data obtained were analysed using factor analysis and a regression model. According to our model, students are most strongly motivated by peer support, followed by intrinsic motivation, and they are least motivated by self-efficacy. As expected, our results indicate that a gender gap exists in aviation-themed STEM learning. These findings can help educators to better understand students' perceptions of aviation science and further develop related learning activities. Copyright ©2021 Springer.

This qualitative case study examined a group of undergraduate students' motivations towards extracurricular research in a Hong Kong university. Drawing upon data from semi-structured interviews, this study analysed the students' motivation change from the cognitive, social, and affective perspective. The findings revealed that the students were externally and internally motivated to join informal research activities and that their motivation change was intertwined with their cognitive learning, social interactions, and emotional experiences in the research process. The paper concluded with practical implications on supporting and sustaining undergraduates' motivations in extracurricular research activities to benefit their academic studies and future work. Copyright ©2021 Routledge.

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed. Copyright © 2021 Sage Publications Ltd.

• Writing motives was assessed using Writing Motivation Questionnaire. • Writing self-efficacy was assessed using a revised Writing Self-efficacy Scale. • Measurement invariance was established across Shanghai and Hong Kong students. • Latent means comparison found differences between these two groups. • A direct-mediational model examined the relationship between these constructs. What motivates Chinese students to write? In the present investigation, we examined Chinese students' writing motives and writing self-efficacy. Grades 4 and 5 Chinese students in Shanghai (n = 332) and Hong Kong (n = 305) completed a survey questionnaire assessing motives for writing using the Writing Motivation Questionnaire and writing self-efficacy based on a revised Writing Self-efficacy Scale. Using multigroup confirmatory factor analyses, measurement invariance was established by examining configural, metric, scalar and residual invariance. Latent means comparison located significant differences between the Chinese groups in relation to writing self-efficacy and writing motives derived from a focus on curiosity, competition and grades. Multigroup structural equation analyses verified a hypothesized direct-mediational model depicting the relationship between writing motives and writing self-efficacy. Copyright © 2021 Elsevier.