This study evaluated a conceptual model with which to explore the influence of parental financial socialization in a sample of Hong Kong adolescent students and to evaluate how school financial education impacted the model's results. Baseline data, collected before the financial intervention, revealed that parental financial socialization positively influenced adolescent financial behaviors as mediated by financial learning outcomes and psychological transformation, in sequence. Model results based on follow-up tests suggested that the positive link between parental financial norms and adolescents’ financial attitudes was stronger in the experimental group than in the control (no financial intervention) group, but the positive link between direct parental teaching and self-control in financial behaviors was weaker in the experimental group compared to that in the control group. Neither differential direct pathways linking financial learning outcomes to financial behaviors nor differential indirect pathways mediated by psychological transformation were identified. These findings improve the understanding of parental financial socialization in the context of school education. The results produce multiple research questions to be considered in future studies. Copyright © 2019 Elsevier Ltd. All rights reserved.

Financial capability is an important competence for adolescents, and secondary school is a natural setting in which to deliver financial education courses. Currently, however, little empirical evidence has been published on the effects of in-school financial education on financial capability in adolescents. This pilot study brought together a randomized experimental design, a combination of local and non-local financial education courses, comprehensive measurements, and multi-level structural equation modeling for data analysis to evaluate the outcomes of a financial education project in a representative sample of Hong Kong adolescents. Results demonstrated that our financial intervention made a positive impact on objective financial knowledge and financial self-efficacy but a negative one on financial behaviors. Positive effects on financial self-efficacy were stronger in male adolescents than in females. Our findings represent an important contribution to the literature regarding financial education at the secondary school level. Copyright © 2019 Springer Nature B.V.

In the current research, we developed and validated a questionnaire to measure Chinese working adults’ motivation to study accounting on a path of lifelong learning in Hong Kong, China. We conducted individual in-depth interviews with adult learners (n = 30) and professionals (n = 12) in study 1 and study 2. Qualitative analysis showed six specific common themes for Chinese working adults’ motivation to learn accounting. Based on these results and the research literature, we developed a list of 31 provisional items for the questionnaire. In Study 3, we administered the provisional questionnaire to students (N = 426) from sub-degree, undergraduate, and graduate programs. These data were analyzed using quantitative analysis. Exploratory factor analysis showed a six-dimensional structure. Removal of redundant items resulted in a 17-item questionnaire. Confirmatory factor analysis provided evidence of the reliability and validity of this measure, which assesses six domains of adult learners’ motivations for pursuing continuing education in accounting: development of knowledge and skills; family cohesion; reinforcement of social networking and communication; career development; enrichment of life; and self-development. This measure in the Chinese cultural context can be used for research purposes and for assessing students’ motivation in accounting programs in Hong Kong. Copyright © 2023 The Author(s).

We used social learning theory to examine whether a supportive school environment and formal entrepreneurship education (EE) are linked to secondary school students’ entrepreneurial attributes. We obtained responses to survey questions from 850 students from a total of 28 secondary schools in Hong Kong. We then employed structural equation modelling to test the associations of formal teaching and the school environment with students’ entrepreneurial attributes. Entrepreneurship consists of four distinct constructs: opportunity recognition, innovativeness, risk-taking, and proactiveness. Students in supportive school environment show greater entrepreneurial attributes, but those receiving formal teaching of entrepreneurship show fewer entrepreneurial attributes. These findings provide important insights that can be used for reassessing notions of entrepreneurship in school students, particularly in secondary school students. Copyright © 2023 AERA.

In the 21st century, financial literacy is an important survival skill. Empowering school children to make sensible financial decision-making has become essential. A financial competency framework (FCF) describes a set of essential financial competence (FC) elements that inform people with the financial knowledge, skills, attitudes, behaviors, and motivations to implement and assess their personal financial literacy, which is a solid means for coordinating financial education (FE) in schools. However, in Hong Kong, FE in schools is scattered across some subjects and insufficiently embeds the relevant FC elements listed in its FCF. Hence, this study first conducted a literature review on the importance of FE in schools and the use of FCF in school FE, and took Hong Kong as an illustrative example for reviewing the use of its FCF in the school curricula through curriculum mapping and suggested ways for advancing FE in schools. It was found that most FC elements are relevantly well mapped with various learning themes or subjects especially for the Self and Society learning theme in kindergarten, General Studies in primary subject, and four secondary subjects, including Life and Society, Technology Education, Life Planning Education and Career Guidance, and Business, Accounting and Financial Studies. These FC elements can be further coordinated with a school implementation guide, teacher training plan, and assessment tools to advance the FE in Hong Kong. Copyright © 2022 The Chinese University of Hong Kong.

This paper reports on the results of part of a questionnaire survey on the relative extent to which senior secondary geography teaching in Hong Kong and England contributes to environmental education. A substantial proportion of geography teachers indicated a strong preference for traditional and resource-based strategies in teaching selected topics of environmental emphasis. Furthermore, they often relied upon textbooks, notes and worksheets with occasional use of audio-visual materials as teaching resources. Whilst teachers from both places shared some common problems in implementing environmental education, there was a significant difference in their emphasis on environmental issues. The author suggests some possible measures for future improvement of geography teaching with respect to environmental education. Copyright © 1993 Taylor & Francis Group, LLC. All rights reserved.

This exploratory study describes how 2 classes of secondary 6 commerce students in Hong Kong have used a web-based collaborative tool, Knowledge Community (KC) to build a project called “Writing up a Business Plan” collaboratively. Using a number of 2-level scaffolds, students participated in the forum discussion to build business plan. The entire process unfolds how students, facilitated by scaffolds and teachers, brainstorm business idea and mission, decide on the type of product, plan production line and eventually formulate a business plan. The sample consisted of 41 students and 2 facilitators. Students’ participation in KC was analyzed quantitatively and qualitatively. The strategies, suggestions and the feasibility of adopting KC for projects in schools will also be shared, along with the implications and key learning points of this project. Copyright © 2004 全球華人計算機教育應用學會.

This paper explores the development of academic sociology in Hong Kong since the expansion of higher education and increased student enrolment in the nineties. Colleges gained university titles and sociology departments matured as a result. I attempt to trace the current state of sociology in teaching programs and research directions. I conclude with a discussion of future developments with specific reference to the repositioning of Hong Kong within sociology as the former British colony continue to negotiate, navigate and grapple its relationship with Mainland China both as a productive site for sociological research and a reference point to be different in method. Copyright © 2021 Blackwell Publishing Ltd.