Financial literacy is a multicomponent construct comprising financial knowledge, attitude, behaviors, and well-being. Financial literacy in young people helps them to achieve financial independence and escape from intergenerational poverty. Recent assessments, however, reveal that youth financial literacy is unsatisfactory. Financial education should be provided for students during secondary school as a natural context in which to establish young people's financial literacy. Empirical evidence from randomized experiments studying the impact of financial education on secondary school students, however, is limited. To address this research gap, we performed a randomized experiment with 270 Form-3 (U.S. equivalent Grade 9) secondary school students in Hong Kong. Structural equation modeling (SEM) results demonstrated that objective financial knowledge, financial attitudinal variables, and financial well-being variables could converge into the latent construct of financial literacy, while all financial behavioral variables converged into another latent construct of financial behavior; of note, the two latent constructs were not significantly correlated. SEM results also revealed that our financial education program significantly improved financial literacy, but did not have a significant effect on financial behavior in the short term. These findings contribute to existing financial literacy research by facilitating more accurate measurement and detailing the near-term effects of financial interventions at the adolescent stage in young people. Copyright © 2019 The Author(s).

Evidence in the literature shows that public-housing residents move less frequently than others. This tendency may restrict school choice for children from public-housing families and lead to school segregation and lower educational outcomes for those children. Our empirical findings from Hong Kong show three strands of evidence that support this hypothesis. (1) Children from public-housing families are more likely to drop out of school after compulsory education. The result is robust after controlling for family background and a series of parental characteristics. (2) Public-housing families with school-age children are less likely to move than their private-housing counterparts. (3) Children from public-housing families are more likely to study in local community schools, which are located on the outskirts of Hong Kong and are of lower education quality. These findings have important policy implications for the public-housing programs such as those which have been implemented in Mainland China since 2011. Copyright © 2015 Brill.

This chapter examines the relationship and effects of perceived discrimination on the integration among new arrivals from mainland China and its implications to the Hong Kong community. It also explores how perceived discrimination, which may affect the integration process of migrants, would mean to higher education in Hong Kong. By exploring the relationship between perceived discrimination and integration, the chapter argues that discrimination or perceived discrimination significantly influences the immigrant’s prospect of successful immigration, which, in turn, affects the future development of society.
[Copyright © 2017 Springer Science+Business Media Singapore]

In recent years, the relationship between public housing and children's educational attainment has been a hotly debated topic in urban housing and education policy studies. Most studies on the subject have been based on experiences in western cities characterized by a diminishing and residualized public housing sector. It remains unknown whether the same mechanisms identified in the extant literature can be applied to make sense of the situation in alternative social and housing contexts. This study assesses the impact of public housing residence on the educational achievement of children in Hong Kong within a stable and resilient public housing sector. A propensity score matching estimation reveals that children aged 19–22 living in public housing are less likely to study for a degree in a local university and more likely to be not in employment, education or training than their private housing counterparts. Given the favorable physical and neighborhood environment characterizing public housing in Hong Kong, this negative relationship tends to suggest an account in connection with the restricted access to high-performing schools for public housing children. The paper challenges the perceived notion about the unambiguously positive social impact of public housing scheme in the context of Hong Kong. The case study points to the need for a place-specific analysis of the variegated mechanisms linking public housing with children's education. It highlights the practical implications for a closer integration of public housing and public school policies in Hong Kong.
[Copyright © 2016 The Author(s).]

The purpose of this study was to investigate whether participating in a uniformed group such as Boy Scouts, which can be seen as a meso-ecosystem, is likely to be beneficial for adolescents' psychosocial competence. The psychosocial competence of a representative sample of Hong Kong Chinese adolescents who were members of uniformed groups (N = 559) was compared with that of a corresponding sample of adolescents who were not members of uniformed groups (N = 834). Measures of psychosocial competence included social skills, helping attitudes, and leadership. Multiple regression analyses were used to examine how well participation in uniformed groups predicted the 3 measures of psychosocial competence concurrently. Results indicated that participation in uniformed groups was associated with higher levels of social skills, helping attitudes, and leadership. Results are discussed in relation to benefits of uniformed group participation.
[Copyright of Journal of Genetic Psychology is the property of Psychology Press . Full article may be available at the publisher's website: http://dx.doi.org/ ]

Later life learning (LLL) has a profound beneficial effect on older adults; therefore, it is important to assess older adults' learning needs. A representative random sample of 1,867 soon-to-be older adults (between 45 and 59 years of age) were assessed for their interest in formal learning after their retirement or when they become 60 years old. We examined their preferences for courses and identified the socioeconomic and health-related characteristics related to their planned participation in formal LLL. About 38% of these respondents expressed an interest in formal learning after retirement; the most popular three content courses included computers, interest classes, and physical exercise. Those who did not plan to commit themselves to formal LLL indicated "no interest" and "lack of time" as the most frequently reported reasons for not wanting to participate in LLL. Moreover, we found that LLL was positively related to socioeconomic indicators including education, income, and retirement protection; whereas those who received financial support from adult children or from the government (in the form of welfare) were less likely to express interest in formal LLL.
[Copyright of Educational Gerontology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03601270390231157]

The Chinese Value of Learning Scale (CVLS) is a 5-item instrument for assessing the value of learning in Chinese culture. The psychometric properties of CVLS were investigated in a convenient sample of 583 Chinese soon-to-be-aged adults in Hong Kong. CVLS possesses high internal consistency and exhibited satisfactory short-term test-retest reliability. CVLS also exhibited high face validity and mild convergent validity with other 48-item openness-to-experience scale (OTES) from Revised NEO Personality Inventory, and is significantly related to the past and actual learning experience. In view of its brevity and easy administration, CVLS offers a useful instrument to further investigate the value of learning in Chinese culture and its possible relationship with adults' learning behaviour.
[Copyright of Educational Gerontology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03601270600846675]