Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject (i.e. liberal studies) in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated that (1) the Content aspect of the classroom learning environment had an effect on the achievement in liberal studies, and this effect was not mediated by critical thinking; (2) the Pedagogy aspect predicted critical thinking skills, which in turn predicted the achievement in liberal studies; (3) the Relation aspect had no significant effects on critical thinking skills and student achievement in liberal studies. Suggestions on enhancing students' high-order thinking skills and achievement in interdisciplinary subjects were provided.
[Copyright of Educational Studies is the property of Routledge.]

This article analyses an assessment initiative known as the Basic Competency Assessment (BCA) in Hong Kong using Bernstein's performance and competence models of pedagogic practice. On the one hand, BCA is aligned with a competence model through its official projection as a low-stakes, student-focussed and formative assessment. However, an examination of the public perception of and context for BCA reveals its high-stakes, disciplines-centred and summative nature; it is argued that BCA reflects a performance model with strong classification, strong framing and visible pedagogies. The example of Hong Kong illustrates the usefulness of Bernstein's theory and extends the existing research on the interactions between local culture and pedagogic practices.
[Copyright of British Journal of Educational Studies is the property of Routledge.]

Many Hong Kong Chinese parents believe that music training enhances the academic achievement of their children. The current study investigates the relationship between the extent and outcome of students' music training, their perceptions of the value of the subjects they study and their academic achievement. A total of 286 students in Primary 4, 5 and 6 from one school in Hong Kong reported the extent and outcome of their music training, including the number of instruments they studied, the number of years spent training, highest grade and highest level achieved. For value, students completed a subscale of the Achievement Task Value Questionnaire to measure their "liking and interest," perceived "importance" and "usefulness" of their school subjects. A nested structural equation model showed that, for both boys and girls, the extent and outcome of music training positively predicts academic achievement in Chinese, English and mathematics. Furthermore, the model shows that for both boys and girls, students' perceived value of their school subjects negatively predicts academic achievement in Chinese, and age has a direct and negative effect on mathematics achievement. For girls, age positively moderates the extent and outcome of music training on academic achievement whereas the moderator effect of age on students' perceived value of academic subjects is non-significant. For boys, in contrast, the moderator effect of age on extent and outcome of music training is non-significant, whereas its effect on students' perceived value of academic subjects is negative. In broad terms, the results show that parents are justified in believing that music training is positively related to academic achievement. However, the results differ for boys and girls in connection to the role of age in this relationship.
[Copyright of Research Studies in Music Education is the property of Sage Publications Ltd.]

Although the contribution of family support and peer support to university adjustment has been examined separately, few attempts have been made to explore the mechanism underlying this relation. This is the first study in the Asian context to test the role of self-esteem in mediating the effect of social support on first-year university adjustment outcomes. Self-esteem is a measure of one's positive or negative attitudes toward oneself (Rosenberg, 1965). Higher self-esteem is vital to a variety of developmental outcomes in early adulthood, such as the transition to university, whereas lower self-esteem has been related to poorer adjustment (Hickman, Bartholomae, & McKenry, 2000). Perceived self-esteem stems from social attachments to others that reflect positively on oneself and provide interpersonal support (Friedlander, Reid, Shupak, & Cribbie, 2007). High self esteem developed as a result of social support from family and peers may increase individuals' belief in their ability to solve problems, leading to better university adjustment. The authors hypothesized that self-esteem mediates the impact of family support and peer support on university adjustment. The participants in this study were 418 first year university students (mean age 19.94 years; 65% female) at an education university in Hong Kong, China, offering mainly education related subjects. As expected, findings showed that first-year university students receiving greater family and peer support reported better adjustment outcomes overall, which provides additional evidence of the universally beneficial effects of multiple support figures on university adjustment. Such findings corroborate the previous argument that parental support plays an important role throughout adolescence and early adulthood, even as reliance on support from peers increases.
[Copyright of Journal of College Student Development is the property of The Johns Hopkins University Press.]

Co-curricular activities in general are believed to be useful for students' development, such as improvement in academic performance, higher retention rate, enhancement of social and competency skills, and assistance of youth development and employment. With the expansion of the education sector and the implementation of a new 3-3-4 education system in Hong Kong, the background and training of students is different from the past, so it is worthwhile investigating students' interest, understanding and perceptions about co-curricular activities nowadays in an Asian context. Comparison between the perceptions of sub-degree and degree students is discussed. Similarities and differences are found in both groups of students. Based on the findings, suggestions are made to education institutions in planning their resources on co-curricular activities.
[Copyright of International Education Studies is the property of Canadian Center of Science and Education]

To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers' beliefs about behavioral and social skill programs for secondary students with social, emotional, and behavioral difficulties. Findings indicated that the adoption of behavioral and social skill programs were common practices in schools and that the majority of participants in the present study believed that behavioral and social skill programs should be implemented in schools at an early stage. Furthermore, findings suggested that it is important to consider the interrelationship of professional, strategic, contextual, and attitudinal factors that support students' social competence and minimize their challenging behavior.
[Copyright of International Journal of Special Education is the property of Hindawi Publishing Corporation.
Access via Directory of Open Access Journals: http://www.internationaljournalofspecialeducation.com/]