Mathematical modeling is considered a bridge to STEM education and has been incorporated into K–12 mathematics curriculums in various countries. However, it has a relatively short history in Hong Kong schools. The lack of high-quality, relevant exemplars of mathematical modeling activities is a challenge to teacher practice in this area. Hence, this study aims to establish a design framework for mathematical modeling activities suitable for teachers and students in Hong Kong. We explore the design and content of the official mathematical modeling exemplars published by the Hong Kong Education Bureau using a document analysis approach. The findings provide the basis for developing a framework to be used in the future design of mathematical modeling activities. Four exemplars were found and analyzed in terms of their structural components, level of learning experience in mathematical modeling, and design characteristics. Based on our findings, we discussed various strategies to enhance the design of a mathematical modeling activity, including setting diversified learning objectives, cross-subject collaboration when formulating the problem context and instructions, designing more activities suitable for average and underperforming students, emphasizing the evaluation of modeling outcomes, and providing relevant supporting materials. Our study thus lays the groundwork for advancing the teaching and learning of mathematical modeling in school contexts. Copyright © 2022 by the authors.

Creativity and epistemic beliefs are important topics in both psychological and educational research. Despite the long history of research on each of these intrinsically related topics, little work has been done to connect the theories about them. Inspired by the 4C theory of creativity, this study investigated the effects of epistemic beliefs on creativity and the mediation of intellectual risk-taking. The subjects were 659 undergraduates in a university in Hong Kong. The findings revealed that (i) intellectual risk-taking was a strong and positive predictor of creativity; (ii) the certainty dimension of epistemic beliefs was a negative and significant predictor of both intellectual risk-taking and creativity, whereas the complexity dimension was a positive and significant predictor of both; (iii) the source dimension had an indirect positive impact on creativity mediated by intellectual risk-taking; and (iv) the justification dimension had a direct positive impact on creativity. By synthesising the conclusions from this study and the theory of epistemic development, a two-way model was generated to illustrate the undergraduates’ epistemic beliefs and their relationships with creativity. The findings of this study indicated that a dialectical belief of knowledge as human creation might be the most beneficial for undergraduates to develop their creativity. Copyright © 2020 International Conference on Learning and Teaching.

This chapter provides a review of education policies, broader discourse, and recent protests to consider the ways Hong Kong identities draw simultaneously from its post-colonial legacy, position as a global city, traditions of open economy and pursuit of democracy, and reversion to Chinese sovereignty. The chapter highlights some of the tensions these legacies and experiences have created in education and for civic identities. Drawing from the empirical data of a recent survey about democratic values, identities and political participation (N = 1,004), this research found that 63% of respondents perceived global citizenship is more important than a Chinese identity. It was discovered that young people with stronger identification as global citizens agree with the universal value of democracy to a greater extent, and respondents who identify themselves as "Hongkonger" are more likely to perceive that global citizenship is more important than a Chinese identity. According to a senior United Nations human rights official (Schattle, 2009), the original global citizens are people whose fundamental human rights can no longer be protected by their state government. They have no other citizenship than their humanity. The chapter will engage in a working argument that global citizenship can serve as an open and undefined space for the "rootless" Hong Kong young people (Ho & Tang, 2020), situated on China's periphery, to search for a meaningful civic identity. Imagining their own broad-based civic self without a national identity, global citizenship creates for Hong Kong educated youth a "mental territory" that can go beyond the authoritarian Chinese nation-state and offer them alternatives of civic affiliations more aligned with their experiences of recent democratic struggles in Hong Kong. Copyright © 2021 by Information Age Publishing.

The present research was designed to examine the psychometric properties of a Chinese version of the MLQ using a construct validation approach in 1,089 Hong Kong secondary school students. Confirmatory factor analyses were used to examine the structural validity of MLQ. Correlational analyses were done to assess how meaning in life dimensions relate to life satisfaction, self-reported duration of daily sleep, and connectedness to social agents. Confirmatory factor analysis showed that the modified two-factor model of meaning in life with presence of meaning and search for meaning as key dimensions, was valid and reliable in the current sample. Evidence for configural, metric, and scalar invariance was found across boys and girls. Meaning in life dimensions was differentially associated with connectedness to various social agents, life satisfaction, and average daily sleep. MLQ is a psychometrically valid tool to measure meaning in life among Hong Kong Chinese students. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Hong Kong universities offer counselling services for students, but students often do not actively seek such services when they need them. This study used quantitative and qualitative methods to investigate the relationship between attribution styles, attitude and other factors that may affect university students’ use of counselling services. The study involved 292 student participants from Hong Kong. Overall, 279 students participated in the quantitative study, and 13 in the qualitative study. For the quantitative study, 56 participants (22 males; 34 females) were from University A and 223 (67 males; 156 females) were from University B. For the qualitative study, one participant (one female) was from University A and 12 participants (three males; nine females) was from University B. The Attributional Style Questionnaire (ASQ) and the Inventory of Attitudes Toward Seeking Mental Health Services (IASMHS) were used in the quantitative part of the current study. The ASQ was used to measure the attribution style of participants in three causal dimensions, including ‘Internality’, ‘Stability’ and ‘Globality’, and the IASMHS was used to measure the participants’ attitudes towards counselling help in three ways: ‘psychological openness’, ‘help-seeking propensity’ and ‘indifference to stigma’. Results from the quantitative study showed that girls had higher ‘indifference stigma’ in their attitudes towards counselling help than boys. Participants who had previously sought counselling help showed higher ‘psychological openness’ in their attitudes towards counselling help than those who did not. Moreover, the students’ study majors and religious beliefs were significant predictors for ‘psychological openness’ in multiple regressions. Participants’ responses in the qualitative study were systematically analysed under three main themes, including ‘Problems faced by university students’, ‘Self and others’ past experiences in seeking counselling help’ and ‘Students’ attitudes and perception

This paper reveals the complex diversity that underpins ostensibly similar transnational education programmes (TNE), through a comparison of UK TNE in Malaysia and Hong Kong. It draws on data from two different yet cognate studies on the role of UK universities in delivering higher education in Asia. Some fine-grained and informative differences between the ways in which 'value' in TNE is constructed in different host contexts is revealed. The paper brings to light the 'voices' of TNE students and graduates, which are very seldom heard. The arguments adapt and extend the concepts of education as a positional good, and as cultural capital. For various instrumental, intrinsic and personal reasons the authors discuss in detail, UK TNE is more highly valued in Malaysia than in Hong Kong. The paper makes a wider contribution to knowledge on the changing landscape of international higher education and the impact on social and personal (dis)advantage.
[Copyright of Compare: A Journal of Comparative & International Education is the property of Routledge.]

Self-regulated learning (SRL) is of great importance to academic achievement and life-long learning. This study aimed to examine the prediction of three processes of primary students' SRL using students' prior achievement, interest in mathematics, personal best goal orientation, and their perceptions of teachers' feedback one academic year earlier. The SRL processes were planning, monitoring, and adaptive reactions. The sample comprised 2972 (1608 females and 1364 males) primary school students in Hong Kong. Multi-level path analysis determined that prior achievement, interest in mathematics, personal best goal orientation, and feedback predicted students' planning, monitoring, and adaptive reactions after one academic year, with interest and personal best goal orientation being the strongest predictors. Strategies for promoting interest in mathematics and developing personal best goal orientation among primary school students are discussed in the article. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

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

香港在過去十數年的教改推動下，幼教課室亦走向多元化教學。這情況有助配合幼教多元化的文化及宗教觀的發展。事實上，特區政府的課程改革檔也確立了宗教文化的靈性向度在教育上的意義和訊息。筆者現嘗試引用佛教思想於幼兒教育上的實踐並在理念上作出研究分析，期待以拋磚引玉的精神踏出第一步，讓香港的幼教界朋友展開一個在多元文化的融和社會下的宗教教學法研究的平臺。
[Copyright © 2013 The Hong Kong Institute of Education.]