The study examines the reading attitudes and attainment of Hong Kong, Singapore and English primary-school students using data collected in the PIRLS 2001 international reading survey. The results shows that reading attitudes and confidence tend to be significantly related to reading achievement test scores. The results also support the view that English pupils, generally speaking, do well on reading tests, both at 'reading for literary purposes' and at 'reading to acquire and use information' . There is also a clear relationship between gender and achievement. The findings support the view that girls' reading attitudes and achievement are generally better than those of boys at the age levels examined.
[Copyright of Research in Education is the property of Manchester University Press.]

This study interviewed 53 novice or experienced students enrolled in part-time courses in Hong Kong universities. It was found that the attitudes to and ability to cope with study were influenced by a coherent set of beliefs about knowledge and the process of teaching and learning. This belief set was characterised in two broad orientations as didactic/reproductive or facilitative/ transformative. Novice students holding didactic/reproductive beliefs found it difficult to adjust to higher education if the teaching was not expository, as often happened with distance education tutorials. These students also experienced problems with assignments which went beyond the reproduction of material, since these were incompatible with their epistemological beliefs. The conclusion is that courses should aim to help students make the difficult transition to the belief orientation of the more experienced students as a means of assimilating students into higher education.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075070120052116]

This study investigated the perceptions of good teaching of adult students. Fifty-three students enrolled in part-time courses in Hong Kong were interviewed about a range of issues concerned with teaching, tutoring and learning. The initial analysis showed that there was no universal view of what constituted good teaching, as approaches preferred by some students resembled those disliked by others. These apparent contradictions were resolved by the recognition that perceptions of teaching quality were framed by conceptions of learning, which were shown to be consistent with a continuum from a reproductive pole to a self-determining one. Each of the four quadrants of the framework represents a conception of learning receiving teaching consistent or inconsistent with it. The quadrant representing self- determining learners receiving consistent facilitative teaching is seen as the goal for adult education to strive for. Didactic teaching was consistent with reproductive conceptions of learning. Teachers faced with predominantly reproductive classes are urged to help in developing greater levels of self-determination by progressively exposing students to forms of teaching requiring active involvement in the learning process, in a supporting environment.
[Copyright of Studies in Continuing Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0158037032000131556 ]

Objective: The purpose of the present study was to compare the predictive effects of acculturative stressor and meaning of life on negative affect in the process of acculturation between Chinese international students in Australia and Hong Kong.
Method: Four hundred mainland Chinese students studying at six universities in Hong Kong and 227 Chinese international students studying at the University of Melbourne in Australia completed a questionnaire that included measures of acculturative stressor, meaning of life, negative affect and demographic information.
Results: The Australian sample was found to have a higher level of acculturative stressor and negative affect than the Hong Kong sample. Acculturative stressor had a positive impact on negative affect in both samples, but the impact of different domains of acculturative stressor on negative affect varied between the two groups. Finally, meaning of life partially mediated the relationship between acculturative stressor and negative affect in the Hong Kong sample, but no such effect was found in the Australia sample.
Conclusions: Acculturative stressor is a critical risk factor for negative affect in acculturation for Chinese international students in Australia and Hong Kong. Meaning of life acted as a protective factor that mitigated negative affect for mainland Chinese students in Hong Kong, but not for the Chinese international students in Australia. The theoretical and practical implications for resilience-based and meaning-oriented intervention for Chinese international students are discussed.
[Copyright of Australian & New Zealand Journal of Psychiatry is the property of Informa Healthcare . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00048670701517942 ]

This paper examines the knowledge and understanding of Hong Kong secondary school students about the composition of unpolluted and polluted air, and the nature and effects of air pollutants. A number of misconceptions are highlighted, including the common belief amongst younger students that oxygen was more common in unpolluted air than nitrogen. Along with their cognitive understanding, students were questioned about their views concerning what they and others could and should do to reduce air pollution. In this, they seemed agreed, amongst other things, that financial penalties were less acceptable than legal compulsion - especially on a personal level. It is proposed that learning about the constituents of unpolluted air and air pollutants might be enhanced by linking the individual gases involved to their biological roles and pathological effects, respectively. Similarly, it is suggested that students should be encouraged more to reflect, in terms of environmental cost, on their role as consumers of goods and services.
[Copyright of International Research in Geographical and Environmental Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10382040408668790 ]

Part-time tertiary education at both undergraduate and graduate levels are becoming more and more popular. In pursuing part-time studies, students must use their own limited and valuable non-work hours at the cost of giving up other commitments to their family and social lives. Part-time study is considered to be a very effective indicator of employees' drive for personal development. A research was conducted in October 2000 to study the mechanism linking work, family and part-time tertiary education, with a review to clarifying the issue and recommending means to manage the conflict among roles in these three domains. About 500 postgraduate and undergraduate part-time university students (who had full-time jobs) in Hong Kong were surveyed. The results of the study suggest that the support of employers and families has a certain statistically significant relationship with the perceived job performance and satisfaction in family and work lives of employees pursuing part-time tertiary education. However, it was observed that academic performance of employees' part-time study actually had no statistically significant correlation with any of the independent and mediating variables that were analysed in the study.
[Copyright of Journal of Vocational Education and Training is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13636820100200177 ]