The multidimensional PERMA-H positive education model provided evaluation and education framework for the theoretical and practice development of positive psychology in schools. Character strengths use mediates the association of strength knowledge and well-being. Using the Assessment Program for Affective and Social Outcomes (2nd Version) (APASO-II), the Subjective Happiness Scale, and the Physical Health Subscale of the PERMA-profiler, a multidimensional measure of PERMA-H was validated using confirmatory factor analysis in the context of a positive education program evaluation in senior primary school students. The association of PERMA-H measurements with school well-being as measured by general satisfaction of school life, and levels of depression and anxiety, and the mediation mechanism of character strengths use in such association were studied using path analysis. A cross-sectional sample of 726 senior primary school students (i.e., grade 4-6) aged 8-13 from the two primary schools completed a baseline evaluation questionnaire of a positive education program. Satisfactory internal reliability of the scales was obtained with Cronbach's alpha coefficients <0.70. The scales were generally positively and moderately inter-correlated, except for level of anxiety and depression symptoms which was negative. Good psychometric properties of APASO-II were evidenced from the factor structure of sub-scale scores conforming to six factors of the PERMA-H model by confirmatory factor analysis. Path analyses showed that the APASO-II factors together with measures of subject happiness and positive health as the multidimensional PERMA-H model of positive education differentially predicted general satisfaction of school life, level of anxiety and depression, and character strengths use. Character strengths use mediated the relationship of Positive Engagement with general satisfaction of school life. Positive education utilizes knowledge and research findings from positive psychology

The present study examined the relationships among grit, academic performance, perceived academic failure, and stress levels of Hong Kong associate degree students using path analysis. Three hundred and forty-five students from a community college in Hong Kong voluntarily participated in the study. They completed a questionnaire that measured their grit (operationalized as interest and perseverance) and stress levels. The students also provided their actual academic performance and evaluated their perception of their academic performance as a success or a failure. The results of the path analysis showed that interest and perseverance were negatively associated with stress, and only perceived academic failure was positively associated with stress. These findings suggest that psychological appraisal and resources are more important antecedents of stress than objective negative events. Therefore, fostering students' psychological resilience may alleviate the stress experienced by associate degree students or college students in general.
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Hong Kong university students have shown various psychological health problems. Spiritual intelligence (SI) has been found to have a positive correlation with mental well-being. However, a reliable measure to assess SI in Hong Kong students is lacking. The present study, which comprised three phases, aimed to develop a scale of SI that could meet the characteristics of Hong Kong university students. Phase 1 aimed to explore the meaning of SI in Hong Kong and to develop the preliminary scale of SI. Twenty-eight participants, with or without religion, were interviewed about their understanding of SI. Adopting comparative and inductive techniques, eight categories of SI were revealed: Social Harmony and Influence, Morality, Personal Life Meaning, Emotional Competence, Connection to Higher Power, Existential Thinking, Reflection on Truth and Self, and Practice. A 62-item Chinese Spiritual Intelligence Scale (CSIS) was developed based on these categories. Phase 2 aimed to finalize the items of the CSIS and determine its factor structure. Two hundred and nineteen university students completed the CSIS. Several exploratory factor analyses led to a 29-item six-factor model for CSIS and the model was evaluated in Phase 3. Another sample of 283 Hong Kong university students completed the revised version of CSIS, together with other questionnaires on life meaning, metapersonal self-construal, life satisfaction, mental health, mood states, and emotional intelligence. Confirmatory factor analysis was performed to determine whether the 29-item six-factor model fit the current sample. As high correlations were shown among some of the six factors, a four-factor model was proposed. The EFA result supported a 23-item four-factor model and the CFA further validated the model. The full scale of CSIS and its four subscales had good internal reliability. The CSIS was also positively correlated with measures of life meaning, metapersonal self-construal, life satisfaction, mental health, positive

Conceptual Framework: This study is founded on the framework of life satisfaction (Huebner, 2001), spiritual health (SH) (Fisher, 1999; 2008), academic engagement (AE) (Appleton et al., 2008) and civic engagement (CE) (Schulz et al., 2008). Objective: To investigate the structural relationships among SH, SE and CE of secondary students. Method: The study employs an integrated questionnaire survey to unfold the complex relationships among the three factors: SH, SE and CE. Over 8500 students aged 12 – 19 were surveyed in 2015. The following hypotheses were tested: (H1) SH is positively predictive for SE. (H2) SH is positively predictive for CE. (H3) Students’ SE is predictive for their CE. (H4) The effect of SH on CE is mediated by SE. Results: Our findings confirm the structural relationships with SH having a significant direct effect on SE (0.883***) but not directly on CE (-0.028). Moreover, SE contributes significantly and positively to CE (0.753***). Spiritual health does not have a significant impact on civic engagement. However, a significant indirect effect of SH on CE via SE (0.665***) was confirmed. Discussion and conclusion: Our overall findings have supported the aforementioned hypotheses with one indirect effect between SH and CE. The study concludes that SH is a core factor with regard to positive student development academically and socially. Additionally, desirable school engagement is linked with students’ future societal engagement such as obeying rules and laws, serving others, expressing their views on civic issues and voting etc. Implications for developing a success for all engagement framework are discussed.

Depression, anxiety and stress of moderate to severe levels were found in 21%, 41% and 27% of university students in Hong Kong respectively. The development of a screening tool for assessing adjustment difficulties among tertiary education students is helpful for counselling professionals in university. The Student Perception of University Support and Structure Scale (SPUSS), based on concepts articulated in Baumrind’s theory of parenting styles, to measure a supportive and structured college environment. The present study used exploratory and confirmatory factor analysis to examine whether the SPUSS’ structure is consistent with the typology of four parenting styles. Secondly, factor scores were used to test the hypothesis that a supportive and structured university environment would be associated with students’ psychological adjustment as indicated by measures of depression, anxiety, and stress. Participants were 773 tertiary education students aged 18 to 25 from three Hong Kong universities. The SPUSS shows a four-factor structure consistent with models of parenting styles; the factor scores have excellent psychometric properties; and the factors represent students’ views of the university environment as authoritative, authoritarian, permissive, or neglectful. This model is different from Yau’s three-factor data-driven model, which identified factors representing psychological, academic, and social adjustment. (2) This study provides evidence of predictive validity in that higher scores on the authoritative factor were related to the lower levels of anxiety, depression, and stress. Only about 2% of students in Hong Kong leave university without completing theirdegree program, compared to rates of between 20% and 40% in the US and the UK. This number suggests that students in Hong Kong enjoy their studies and life atuniversity. However, one large-scale mental health survey of 7915 first year HongKong university students suggested otherwise. Depression, anxiety

Objective: To examine the effect of depressive symptoms and satisfaction with family support (FS) on physical and mental Health Related Quality of Life (HRQoL). Methods: Data were obtained from the Hong Kong FAMILY Project baseline survey in 2009-2011, which included 16,039 community residents (age >= 20). The FS was measured using the Family Adaptation, Partnership, Growth, Affection, Resolve (APGAR, range 0-10) Questionnaire. HRQoL were assessed using the SF-12 version 2. Depressive symptoms were recorded using the Patient Health Questionnaire-9 (PHQ-9). Demographic and lifestyle variables, stressful life events, perceived neighborhood cohesion were also assessed. Results: In a multilevel regression model, socio-demographic and behavioral variables explained 21% and 19% of the variance in physical and mental HRQoL. The presence of depressive symptoms (PHQ-9 score >= 10, standardized coefficients, beta of -1.73) and high FS (APGAR score 7-10, 1.15) were associated with mental HRQoL, after adjustment for age, education, household monthly income, drinking status, physical activity, chronic conditions, life stress and neighborhood cohesion. Not FS but the presence of depressive symptoms (beta of -0.88) was associated with physical HRQoL. The presence of depressive symptoms in women than men were more associated with a poorer physical HRQoL (p<0.01) while depressive symptoms in men were associated with a decrease in mental HRQoL (p<0.001). The interaction between FS and depressive symptoms was nonsignificant in relation to HRQoL. Among those with depressive symptoms, high FS was associated with a better mental HRQoL (41.1 vs. 37.9, p<0.001) in women but not contribute to variance in men. Conclusions: Higher FS and presence of depressive symptoms were significantly associated with HRQoL in general population in Hong Kong. Among those with depressive symptoms, high FS was associated with a favorable mental HRQoL in women but not men.
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