The present study looks at how family processes and the classroom norms influence students' employment of learning strategy in junior secondary schools in Hong Kong. It employed an ecological perspective to look at how family factors and classroom factors uniquely and combined to influence students. Nineteen secondary schools with 948 Secondary 2 students and their family members participated in the cross-sectional survey for the research. Findings of the study suggest that peer victimization norm in the classroom plays a moderating role in the association between socioeconomic background and students' use of achievement strategy in learning Chinese. The result of the research is suggested to have important implications for home-school relations in Hong Kong, as well as the restructuring of the school process to create a more supportive and nurturing environment for learning and teaching. [Copyright of Journal of School Violence is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1300/J202v07n01_04]
