Having academic honesty is a valuable character for tertiary level learners in their learning journey. The purpose of the current study was to study tertiary students’ behaviors of academic honesty regarding school assignments. Data from 8 public universities in Hong Kong were collected through a questionnaire. This questionnaire contained ten scales for evaluating the five components of “the theory of Planned Behavior: 1) attitude toward behavior, 2) subjective norm, 3) perceived behavioral control, 4) intention and 5) behavior”. Rasch analysis had been used for examining psychometric properties of the modified study instrument and generate students’ measures. These students’ measures were then subjected to a path analysis for investigating relationships among 5 components. Results of the path analysis revealed good model-data fits on the two constructs: avoiding academic misconducts and upholding academic truth. Regardless of the predictive power of subjective norms is debatable, attitudes toward behavior and perceived behavioral controls are significantly related to the intentions and behaviors of tertiary students in maintaining academic honesty. The significance of this current study suggests that the implications of results contribute to further research. These contributions to researchers and practitioners include the advancement of current research and teaching techniques, all of which are presented in this thesis. All rights reserved.

The multidimensional PERMA-H positive education model provided evaluation and education framework for the theoretical and practice development of positive psychology in schools. Character strengths use mediates the association of strength knowledge and well-being. Using the Assessment Program for Affective and Social Outcomes (2nd Version) (APASO-II), the Subjective Happiness Scale, and the Physical Health Subscale of the PERMA-profiler, a multidimensional measure of PERMA-H was validated using confirmatory factor analysis in the context of a positive education program evaluation in senior primary school students. The association of PERMA-H measurements with school well-being as measured by general satisfaction of school life, and levels of depression and anxiety, and the mediation mechanism of character strengths use in such association were studied using path analysis. A cross-sectional sample of 726 senior primary school students (i.e., grade 4-6) aged 8-13 from the two primary schools completed a baseline evaluation questionnaire of a positive education program. Satisfactory internal reliability of the scales was obtained with Cronbach's alpha coefficients <0.70. The scales were generally positively and moderately inter-correlated, except for level of anxiety and depression symptoms which was negative. Good psychometric properties of APASO-II were evidenced from the factor structure of sub-scale scores conforming to six factors of the PERMA-H model by confirmatory factor analysis. Path analyses showed that the APASO-II factors together with measures of subject happiness and positive health as the multidimensional PERMA-H model of positive education differentially predicted general satisfaction of school life, level of anxiety and depression, and character strengths use. Character strengths use mediated the relationship of Positive Engagement with general satisfaction of school life. Positive education utilizes knowledge and research findings from positive psychology

The research team developed a mindfulness course for less academically able adolescents that aims to help them improve their emotional regulation and affective control with the ultimate aim of improving their academic performances. For the duration of the course in three secondary schools in Hong Kong high dropout rate and low attendance rate among the participants were recorded. Interviews with the students revealed that most students were not interested in the mindfulness course because of the quiet and static nature of mindfulness activities. Based on these findings, possible ways of improving the course are proposed.
[Copyright of Social Work in Mental Health is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15332985.2014.932885]

This study aimed at providing explanation and prediction of principals' inclusive education intentions and practices under the framework of the Theory of Planned Behaviour (TPB). A sample of 209 principals from Hong Kong schools was surveyed using five scales that were developed to assess the five components of TPB: attitude, subjective norm, perceived behaviour control, intention, and behaviour. Rasch analysis was utilised to examine the psychometric quality of the scales and generate principals' measures, which were subsequently subjected to path analysis to investigate the relationships among the five components. The results revealed a good model-data fit. Principals' attitude and perceived subjective norm were strong and significant predictors of their intention to implement inclusive education. The predictive power of perceived behaviour control on intention was not significant. Intention and perceived behaviour control were found to have significant predictive power for principals' reported inclusive practice. The implications of the findings are discussed.
[Copyright of Cambridge Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2014.934203]

A closed-form questionnaire was used to explore the ideas of school students about the composition of air, the causes and consequences of air pollution and the extent to which the students would accept various courses of action to reduce air pollution. Items for the questionnaire were derived from the results of interviews and an earlier open-form questionnaire. More than 3000 students aged 11 to 17 years and from Australia, Hong Kong and the UK were surveyed. There was a degree of similarity between students from the different countries in their knowledge about air composition and air pollution. In terms of attitudes, however, there were differences in students' opinions about the acceptability of actions to improve air quality. Path analysis of the data appeared to show that Hong Kong students are more amenable to education as an instrument to influence their attitudes. For the other countries, the acceptability of actions for environmental protection was related to the degree of concern about air quality.
[Copyright of Compare: A Journal of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03057920701366176]