The study proposed a career readiness model with five career-related attributes of which the relationship between career maturity and gender role ideology was mediated by interdependent self-construal and career decision-making self-efficacy, while the relationship between locus of control and career maturity was mediated by career decision-making self-efficacy. The model was tested by path analysis, using a sample of 502 Chinese Secondary Four students in Hong Kong. The statistical results of the career readiness model suggested satisfactory goodness of fit, with 15% of the total variation in career maturity explained by the career-related attributes in combination. Gender role ideology had a direct positive effect on career maturity, with the indirect effect mediated by interdependent self-construal and career decisionmaking self-efficacy. Locus of control had a direct negative effect on career maturity and an indirect effect mediated by career decision-making self-efficacy. With the exception of the effects of gender role ideology on career decision-making selfefficacy and interdependent self-construal on career maturity, all the other hypothesized paths were supported by the data. After controlling the effects of the three background variables of gender, participation in career-related activities and participation in extra-curricular activities on the career readiness model, the estimated path coefficients of the five career-related attributes with the inclusion or exclusion of the background variables were statistically consistent.

Early identification of internalizing problems in young children is important as internalizing behaviour may intensify over time and lead to psychiatric disorders (e.g., Seligman & Ollendick, 1998), or even suicide (e.g., Lewinshon, Rohde, & Seeley, 1998). The internalizing problems of Hong Kong young children also reached an alarming point. A recent survey released by the Hong Kong Association for Careers Masters and Guidance Masters (HKACMGM) in late 2005 indicated that around 75 percent of primary school children considered themselves unhappy in their daily life. The present research looked into the internalizing problems among Hong Kong primary school children. It consisted of two studies. Study One was on the prevalence of childhood internalizing problems, and its association with mother-child relationship. Study Two was a treatment outcome research on the effectiveness of different intervention programs for these children. Three interventions were compared with the waitlist control group in order to identify the effectiveness of interventions on reducing internalizing symptoms, enhancing mother-child relationship, and increasing self-esteem. These interventions were: FRIENDS (cognitive-behavioural approach), THERAPLAY (relationship-based approach), and COPE (an integrative approach).
1598 students (from Primary 2 to Primary 4) participated in Study One on prevalence. Data on internalizing problems were collected using the Child Behaviour Checklist (CBCL). The overall prevalence rate in the current sample was 11.4 percent. Association between children's internalizing problem and mother-child relationship was assessed using the Parent-Child Relationship Questionnaire (PCRQ). Warmth in PCRQ had the highest negative correlation with Anxious/Depressed in CBCL.
Study Two included 92 children whose CBCL score reached at least the cutoff point (i.e., they were considered as "high risk" for having internalizing disorders) and met the selection criteria for the

The arrival of new immigrants from Mainland China has been perceived as a social problem in Hong Kong in recent years. Many of these arrivals are school-age children who may have been brought up in a different culture and who come to Hong Kong for family reunion. This study sets out to explore the different adaptation pathways that the new arrival students have gone through, and to explain these students' academic success and failure.
A review of the recent literature on new arrival children suggests that their pre-arrival background and their post-arrival experiences have a significant impact on their adaptation pathways as well as school performance in Hong Kong. In other words, the new arrival students should not be treated as a homogeneous group seeking assimilation into the host society. The present study hence attempts to throw light on the new arrival students' individual post-arrival experiences, especially their experiences and performance at school, through in-depth interviews with fourteen students over an eleven- month period starting from December 2000.
Using social capital and cultural capital as the key analytic concepts, this study looks for explanations of divergent adaptation pathways and differential school performance. The findings show that supportive networks with the institutional agents is necessary for the new arrival students to activate the capital they possess, and to accumulate further capital for assimilating or accommodating to the society and culture of Hong Kong. By examining the process of adaptation in terms of activation and accumulation of capitals, this study attempts to shed light on the usefulness of cultural ecological theory in immigrant minority education studies. A typology of adaptation, namely "Transitional Adaptation", "Instrumental Adaptation", "Accommodative Adaptation", "Bicultural Adaptation" and "Marginality" is constructed to delineate the different pathways and capture the divergent experiences the new arrival

Nowadays, Hong Kong students face considerable challenges to their health. Young people are potential civic leaders and parents of tomorrow. They should acquire understanding and moral appreciation of health concepts. A student's health is influenced by interaction with family, peers and the media among others. In this study, the school and the family considered as they are the two major sources of health education support for students.
Findings in this and other local research show that the fragmented school curriculum leads to a lack of comprehensive school health education programs. Health education in Hong Kong is not a separate subject. Health elements are acknowledged in General Studies for primary schools and Integrated Science as well as a number of elective subjects in secondary schools. In addition, Hong Kong lacks comprehensive health education training for school teachers and parents. A forthcoming new senior secondary curriculum will include some health education elements in the core subject Liberal Studies, however students should be exposed to health education earlier, as major health related habits and beliefs develop during the adolescent and pre-adolescent years.
The health education needs of students were investigated by reviewing two comprehensive surveys in 1996 and 2000 for primary and secondary students respectively, carried out using versions of a Health Related Behavior Questionnaire (HRBQ) originating from the United Kingdom, but adapted for the Hong Kong situation. The outcomes reflected that students may generally need to be offered better health education for a more healthy life-style.
Medium scale survey research was adopted here to investigate the awareness of parents and teachers for health topics to be taught within the curriculum and their confidence on teaching or talking about health issues with young people. A total of 2,493 parents and 205 teachers from 22 primary and 19 secondary schools were surveyed. Results showed

Cross-border higher education has become an urgent agenda item for policy makers, and a major focus of scholarly enquiry. The existing literature mainly focuses on international flows, and pays less attention to flows across internal borders. The literature also underplays the complexity of forces which either push students to study away from home or pull them to new locations.
This thesis contributes to the literature by examining the distinctive determinants and characteristics of cross-border flows of mainland Chinese students in Hong Kong and Macao. This mobility within a single country has some similarities to international mobility because Hong Kong and Macao are Special Administrative Regions governed under different laws from the rest of China. Patterns in Hong Kong differ from those in Macao, and the territories are compared with each other as well as taken as a pair for comparison with other parts of the world. Hong Kong and Macao are hybrid in nature, with characteristics that are neither fully domestic nor fully international, and play a dual role both as destinations in themselves and as stepping-stones for further internationalization.
In a global market, both excess and differentiated demand trigger flows to the external locations in which various suppliers compete with and complement each other. The borders across which mainland Chinese students flow, both internationally and internally, are blurred and loosened by the interests of domestic and external actors and by the powers of globalization and neo-liberalism. Two categories of financial mechanisms of cross-border mobility, i.e. fee-paying and scholarship, serve as differentiated instruments of China’s social stratification and mobility. Fee-paying enhances social stratification, and scholarships favor social mobility.
The thesis presents a framework which includes analysis of internal and external dynamic forces. Among these forces are the actions of governments, institutions and individuals

背景：2000年，香港課程發展議會發表《學會學習‧學習領域‧中國語文教育〈諮詢文件〉》。提出2002年後在中學階段實施加強文學元素的新修訂中國語文課程，同時，為了加強學習內容的聯繫，高中階段也可以開設綜合的中國語文課程，其中包括現在中國語文、中國文學、中國語文及文化和普通話各科的學習；或為對文學有濃厚興趣的學生開設選修的中國文學增潤課程，以發展學生多方面的學習興趣與專門能力。因此，還須重新審視科目分合，考慮在高中階段是否仍然保留中國文學科作為選修科。
In the year 2000, the Hong Kong Curriculum Development Council published a consultation document "Learning to Learn: the Way Forward in Curriculum Development" on the Key Learning Area (KLA) of the Chinese Language Education. It was suggested strengthening the literature elements in the above KLA, and advised that an integrated Chinese Language curriculum to be offered in the senior secondary education. The new curriculum framework includes Chinese Language, Chinese Literature, Chinese Language and Culture and Putonghua, which currently are separated subjects in school curriculum. In addition, it was suggested that enrichment programmes on Chinese Literature to be provided to meet the learning needs of students who have keen interest in this area. In view of the above proposals in the consultation document, the issue of whether offering Chinese Literature as an elective subject in the current senior secondary school curriculum needs to be carefully considered.
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