Introduction: Students’ peer relatedness is vital to their academic achievement and engagement. However, little is known about the mechanisms that can explain such a link in health professions education, especially in interprofessional education (IPE), where interprofessional socialization is promoted. To address the research gap in understanding the social dynamics embedded within IPE and their impact on crucial motivational outcomes, this study examines how peer relatedness (belonging) mediates the link between motivation (both intrinsic and extrinsic) and engagement in IPE. Methods: Data from 841 students enrolled in IPE from Medicine, Nursing, Social Work, Chinese Medicine, Pharmacy, Speech and Hearing Sciences, Clinical Psychology, and Food and Nutritional Science from a university in Hong Kong were used in this study. Intrinsic and extrinsic motivation were collected at baseline, while peer relatedness need satisfaction and engagement and disaffection in IPE were assessed after four weeks. We used a fully latent structural equation model to examine whether peer relatedness mediated the link between motivation and engagement in IPE. Results: Our results indicate that intrinsic motivation at baseline significantly increases engagement and reduces disaffection four weeks later, while extrinsic motivation shows the opposite effect. Crucially, the adaptive role of motivation to engagement was significantly mediated by relatedness from IPE teams. Specifically, the effect of students’ motivation on their engagement/disaffection in IPE can be partially explained by their relatedness within IPE teams. Conclusion: This study underscores the importance of peer relatedness in IPE, highlighting its role in harnessing student motivation to foster student engagement. The findings contribute to a deeper understanding of the psychosocial mechanisms in IPE and highlight the value of collaborative learning environments in fulfilling students’ need for relatedness, thereby fostering

Effective teaching practice requires that teachers know their students not as ‘faceless average learners’, but as individuals. The most individual of learner characteristics is personality, and yet language education research has made little progress in understanding the role of personality. As the field of language learning motivation seeks to develop frameworks for motivational teaching practice, a richer understanding of learners’ individuality is crucial in shaping practices that respond to learners’ needs. The present study examines the role of learners’ personality and teachers’ practice in shaping motivation and self-efficacy in language learning. Drawing on data gathered from 277 learners of English in Hong Kong, aged 11–14 years, and 24 lesson observations, across 10 classes, the study applies hierarchical multiple regression analysis to reveal a significant role of personality and teachers’ motivational practice in predicting language learning motivation and self-efficacy. Results reveal that while personality variables demonstrated large effect sizes for motivational orientations, teacher practice variables evidenced large effect sizes for language learning self-efficacy. Implications are discussed for theorization of language learning motivation and for teaching practice, with a particular emphasis on language teacher education. © The Author(s) 2020.

This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics’ feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students’ hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students’ learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students’ online interaction and engagement. These findings contribute to revealing academics’ experience in practising hybrid learning and teaching and identifying ways to address their challenges. © 2023 by the authors.

Though well-being problems are prevalent among PhD students, the contextual antecedents and underlying mechanisms behind these problems remain underexplored. The aim of this study was to explore whether and how the research environment affects the well-being of PhD students through their motivation. Self-determination theory was used as the theoretical framework in order to understand how the research environment plays a role in PhD students’ well-being. Students’ autonomous and controlled motivation was posited as mechanisms linking the research environment to well-being. PhD students (n = 2578) from eight Hong Kong government-funded universities were recruited. Results revealed various dimensions of the research environment including process and assessment, culture, and skills development that had distinctive connections with students’ motivation and their well-being. Furthermore, students’ motivation significantly mediated the relationships between the research environment and their well-being. This study provides theoretical implications for increasing awareness of the factors and mechanisms that support or undermine PhD students’ well-being. It also has functional suggestions for educators and administrators interested in enhancing PhD students’ motivation and well-being. Copyright © 2023 HERDSA.

Museums provide direct learning experiences. In museums visitors can encounter objects and exhibits from specific times and places, related to concepts and disciplinary subjects in the arts, history, science, and social sciences. A museum is an educational fair. The Hong Kong Special Administrative Region Government’s recent primary school General Studies curriculum guide recommends learning through museums as an informal learning pathway for all students. This project is an up-to-date exploratory study of why and how Hong Kong primary school teachers and students visit museums educationally and how they perceive those visits and the accompanying learning experiences. A survey study from a sample of five local primary schools, 90 teachers and 415 senior form students, shows that although teachers and students may not visit museums very frequently for academic purposes, they do have a strong interest and motivation to visit more often, attracted by different elements. Students’ learning and interaction with technology, adults and peers, and the museum environment during a visit, as well as the attractiveness of museum content, tend to correlate with their motivations. This has a range of implications which we discuss. This study will be useful for museum experts, educators and the wider public to map meaningful museum education journeys for students. Copyright © 2023 The Author(s). All Rights Reserved.

This study explores the impacts of popular music education in classroom practices from different aspects such as learning by ear, motivation, musicianship, peer learning and creativity. The Sing by Ear approach was created based on the concepts of informal learning in singing a cappella. A total of 323 participants aged 11–14 were invited to participate in the 3-month project. Students learnt to sing cover songs by ear in an a cappella setting instead of reading music notations. The result from the case studies showed that students gained positive experiences in musicianship, peer-learning and peer-teaching, confidence and satisfaction, and creativity following the project. A pedagogical model was proposed based on the literature and findings in the study to inform the research and practice in popular music education for teachers and researchers. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Flipped learning is a pedagogical approach that directs instruction from a group to an individual learning space. This approach can stimulate students’ motivation, promote adequate physical activity levels, and reduce sedentary (SED) behaviour. Addressing the literature gap regarding the correlations among these factors in school physical education (PE), this study aimed to examine the association of students’ motivation, physical activity levels, and SED behaviour with flipped learning in a four-lesson learning unit. Framed by self-determination theory, a quasi-experimental design was adopted to measure and compare the moderate-to-vigorous physical activity (MVPA), SED, and motivation levels of 111 primary school students aged between 10 and 11 years (mean = 10.07, standard deviation =.26) in Hong Kong. Fifty-two of the participants were female, and 59 were male. They were randomly assigned to experimental (n = 57) and control (n = 54) groups, in which a flipped learning approach was adopted in the experimental group for two weeks. A questionnaire survey and accelerometers were used to measure participants’ motivation (autonomous motivation, controlled motivation, and amotivation) and their physical activity levels. The findings revealed significantly higher MVPA levels and lower SED levels in the experimental group. Autonomous motivation was found to have a positive correlation with MVPA levels and a negative correlation with SED levels, indicating a positive predictor of the two. The findings of this study reveal the potential of flipped learning to enhance students’ MVPA and reduce their SED behaviour during primary school PE lessons. Copyright © 2023 The Author(s).

Proficiency in speaking is one of the hallmarks of communicative competence, which is currently a key goal of many FL education curricula. The present study examined how FL-related emotions (anxiety, boredom, and enjoyment), speaking motivation, and spoken input beyond the classroom (IBC) related to young EFL learners’ speaking proficiency. One hundred and ten Grades 3–4 EFL learners from four primary schools in Hong Kong completed a questionnaire and a speaking test. Their parents/guardians also attended individual interviews. The data collected were analyzed using descriptive statistics, correlation, multiple regression, and path analysis. Overall, all three emotions were interrelated, but none was connected directly to speaking proficiency. Enjoyment had the strongest correlation with speaking motivation and proficiency, and it was predictive of proficiency only via speaking motivation (i.e., full mediation). IBC showed both significant direct and indirect predictive pathways towards proficiency. To our knowledge, this is the first study that has examined the interrelationships among the three emotions, speaking motivation, spoken IBC, and speaking proficiency holistically with young FL learners. Copyright © 2023 Elsevier Ltd. All rights reserved.

Physical education continuous professional development (PE-CPD) has been vaunted as a powerful influence on teachers' professional competence and subsequent student learning. Despite this proposition, there remains limited empirical evidence for the effect of teacher participation in CPD on student learning outcomes. In light of this void, the purpose of this study was to examine the influence of an eight-month PE-CPD program on students' perceived physical literacy, motivation and enjoyment of physical education. A randomized control trial design was used to assign a sample of 65 physical education teachers from Hong Kong to the CPD and control intervention groups. Students' (n = 1,485) perceived physical literacy, motivation and enjoyment of physical education measures were collected across three phases of the program (post-program, eight-month follow-up, and 14-month follow-up). Repeated measures ANOVAs were conducted to analyze changes in student learning outcomes across the three phases of the intervention. Results revealed low significant interaction effects of perceived physical literacy, motivation, and enjoyment across time depending on the participation level in CPD. The findings of this study provide an important addition to the extant literature on CPD, by revealing that teachers' commitment to participation in professional development may have a sustained influence on student affective learning outcomes. Copyright © 2022 Elsevier.

The COVID‐19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region‐wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1‐month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face‐to‐face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web‐conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow‐up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate