Unpacking the pattern of identity statuses of Hong Kong secondary school students and its relationship with community service engagement

Unpacking the pattern of identity statuses of Hong Kong secondary school students and its relationship with community service engagement

• Xu, Hui Xuan The Education University of Hong Kong
• Liu, Sisi The Education University of Hong Kong

Comparative Education Society of Hong Kong Spring Annual Conference 2017 (CESHK 2017) (2017: The Education University of Hong Kong, China.)

• D 課程
  • DK 學校聯課活動、課外活動
• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

• Hong Kong

• 1997.7 onwards

• 中學教育

Identity formation is a major development issue confronting adolescents (Erikson, 1968). By adopting Marcia’s (1966) identity status model and employing part of the Objective Measure of Ego Identity Status, the researcher examined a sample of Hong Kong secondary school students’ identity statuses in the four identity domain areas, say education, career, life-style, and friendship. It was found that 95.9% of the students can be categorized into a particular status, and 31.7%, 25.6%, 20.4%, 22.3% of the students were assigned as diffusion, foreclosure, moratorium, and achievement statuses respectively. Further statistical analysis has been conducted to unpack the relationship between the respondents’ identity statuses and personal characteristics, parents’ influence, and community service engagement. Implications for the enhancement of community service programmes at secondary schools will be discussed at the end.

Paper presented at the Comparative Education Society of Hong Kong Spring Annual Conference 2017 (CESHK 2017), The Education University of Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/7fcfb888

2017-06-19