期刊論文
Parents or teachers: Whose guidance matters more in students’ alignment of educational plan and achievement? A comparative study of Taiwan and Hong Kong
EdLink- Parents or teachers: Whose guidance matters more in students’ alignment of educational plan and achievement? A comparative study of Taiwan and Hong Kong
- Routledge
- 2021
-
- Hong Kong
- Taiwan
-
- 1997.7 onwards
-
- 專上教育
- While existing research has well-recognized educational plan as an important predictor of students’ educational achievement, the alignment of educational plan and achievement should not be taken for granted. As plan-achievement misalignment is liable to negative psychological and social consequences, this study aims to examine the extent to which parents vis-à-vis teachers could guide students into plan-achievement alignment. Specifically, this study is set within two comparable cases of Taiwan and Hong Kong to explore whether the relative importance of parents’ and teachers’ guidance would differ according to the institutional contexts of education systems. Methodologically, society-specific (multinomial) logistic regression analyses are conducted based on the data of the Taiwan Education Panel Survey and the Hong Kong Survey on High School Students’ Aspirations for Higher Education and Employment. In Taiwan, we find students not only received more guidance from parents, but parents’ guidance was also more effective in helping them reach plan-achievement alignment. By contrast, teachers are found to have played a key role in these regards in Hong Kong. The findings provide support to our propositions that the relative importance of parents’ and teachers’ guidance may vary by the opportunity structures of post-secondary education and the level of school-based parental involvement. Copyright © 2021 National Institute of Education, Singapore.
-
- 英文
- 期刊論文
-
- 02188791
- https://bibliography.lib.eduhk.hk/tc/bibs/6ce0b23d
- 2021-06-15
最近的期刊論文
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例期刊論文
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong Kong期刊論文
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?期刊論文
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learning期刊論文
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemic期刊論文
Healthy eating report card for pre-school children in Hong Kong期刊論文
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disorders期刊論文
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course期刊論文