Self-determination theory (SDT) posits that autonomous motivation is a critical condition for optimizing human flourishing. In the school context, autonomy-supportive teaching promotes student learning and well-being. In Asian contexts, however, an indispensable part of classroom instruction seems to relate to control, which is conceptualised as the opposite of autonomy-support. While some researchers interpret Asian teachers’ instructional practices as authoritarian, increasingly more studies have argued that children in collectivist societies indeed benefit from teachers’ ‘control’. Some researchers proclaim that autonomy support is more appropriate in Western contexts while control is more important among Asian teachers. However, other studies claim that the need for autonomy-support is universal. This chapter aims to address this debate by reporting a study of the teaching style of two Hong Kong teachers. The mixed-method study was based on classroom observations and interviews of two teachers regarding their teaching styles, and a survey measured the motivation of 67 junior form students who were taught by the teachers. The coding results of classroom observation indicated that the two teachers have largely embodied autonomy support in their teaching, and that minimal controlling behaviour was found in the teachers. Their classroom practice was dominated by fostering student interest, with relatedness support and promoting mastery learning orientation as the dominant features of the two teacher’s teaching styles respectively. The two teachers’ beliefs and practices showed a strong resemblance to Confucian philosophical ideas, demonstrating the characteristics of being altruistic (jen), self as relational, and self-cultivation. Their students’ motivation was almost equally high in terms of students’ relationships with the teachers, perceived self-efficacy, learning goals, and self-handicapping behaviour (reverse score). The results disagreed with the point of view

Students’ beliefs of whether intelligence is innate (fixed mindset) or changeable (growth mindset) vastly influence their learning behavior and willingness to persist in face of academic setbacks. Much research effort has been devoted to examining growth mindset interventions in Western countries, but relatively little is known about the impact of mindset interventions on students in the Chinese cultural context where beliefs regarding effort have already been an ingrained part of one’s cultural heritage. The present study examined the effectiveness of a growth mindset intervention on changing students’ mindsets, and also grit, and behavioural tendency as secondary constructs. A sample of community college students (n = 49) in Hong Kong participated in the study where they were randomly assigned to control or experimental group. Intervention materials used in the experimental group involved a text that introduces the concept of growth mindset, followed by writing tasks to deepen understanding. Instruments measuring mindset, grit and behavioral tendency for remedial actions were used before and after the intervention to track changes. Furthermore, students’ self-perception of academic failure and their actual academic performance were used as covariates in the analysis. Repeated measure MANCOVA (2 groups × 2 time points) for growth and fixed mindset, when self-perception of academic failure was controlled, showed significant interaction effect; in particular, the significant interaction effect on mindset was attributed to a greater degree of decrease of growth mindset in control group when compared to their experimental counterparts; whereas no other significant interaction effects was found in other dependent measures even when covariates were controlled. Results yielded both theoretical and educational implications on the design of ‘growth mindset interventions for specific group of students in the Chinese cultural context. Many practitioners may dismiss the effectiveness

Students’ sense of school belonging (SSB) is linked with many meaningful educational outcomes. Though several studies have been conducted on SSB, most of these have used variable-centered approaches, with few studies examining profiles of students’ SSB using person-centered approaches. To further understand this important concept, this study sought to identify different profiles of students’ SSB by applying latent profile analysis to data from a sample of 1,173 students among 34 local primary schools in Hong Kong. The results revealed six profiles of school belonging (i.e., Low SSB and Moderate Rejection, Moderate SSB and Moderate Rejection, High SSB and High Rejection, High-Moderate SSB and High Rejection, High-Moderate SSB and Low-Moderate Rejection, and High SSB and Low Rejection). This study also investigated the relationship between the identified profile membership and character strength of kindness (i.e., motivation to be kind, recognition of kindness, and kind behaviours) among these students. The results indicated differences in character strength of kindness across the identified SSB profiles. The findings are in line with the view that school environment plays an important role in students’ optimal development and highlight the necessity for a greater emphasis on school intervention programs on building students’ SSB and enhancing their character strength of kindness. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Research reveals that generic skills are essential for supporting students to not only finish school education but also achieve transition to the workplace and adult life. However, a comprehensive literature review found limited studies have been done to develop an assessment tool for examining the generic skills of students with special educational needs (SEN). Based on two sub-studies, the current study aimed to develop a short form of the Generic Skills Teacher-Rating Scale (GSTS) to assess six generic skills (i.e., Collaboration, Communication, Problem-solving, Self-management, Information Technology, Critical thinking) of SEN students. A total of 231 Hong Kong students from six special schools (including primary and secondary levels) participated in the two studies. Both CFA and Rasch analyses support a six-factor solution of the GSTS with reasonably good model fit indices. Researchers and educators may view the GSTS as an assessment tool, adding more information on SEN students’ generic skills beyond classroom settings to understand the daily-life functioning of students in special education and inclusive education settings. Implications of the results and future directions are also discussed. Copyright © 2022 The Special Education Society of Hong Kong Ltd.

This study investigated 14 Hong Kong primary school teachers’ conceptions of and concerns about the implementation of integrated STEM education in primary school. Data were collected through concept maps and interviews with the teachers. Results revealed that in addition to representing STEM as simplistic models (e.g., STEM as an acronym), the teachers mostly seemed to model STEM integration conceptually using integrated disciplines, science as context, or real-world problem solving as context. Not many teachers were found to represent STEM using engineering design progress as context. Results also indicated that the teachers expressed intense concerns regarding personal inadequacy of STEM knowledge or skills (personal), student outcomes of STEM education (consequence), and limited instructional time (management). This study suggested providing sustained teacher professional development, creating supportive school environments, and building a collaborative STEM community as strategies to facilitate changes in teachers’ concerns and to advance STEM implementation in primary schools. Copyright © 2022 Koninklijke Brill NV, Leiden.

Procrastination tendencies are prevalent and are associated with negative psychosocial outcomes. However, how preservice teachers’ procrastination tendencies prior to the COVID-19 pandemic link to their experiences during and after the COVID-19 pandemic have not been investigated. The present study collected data from three time points, examining how preservice teachers’ procrastination tendencies before the COVID-19 pandemic related to their life satisfaction at the beginning of the COVID-19 pandemic, and their perceived work stress and the COVID-19 impact two and a half years after the outbreak of the pandemic. A total of 385 preservice teachers from Hong Kong were included in this study. Results from structural equation modeling revealed that preservice teachers’ higher procrastination tendencies before the COVID-19 pandemic were associated with lower life satisfaction at the start of the COVID-19 pandemic, which in turn was linked to higher perceived work stress and a more severe COVID-19 impact two and a half years after the COVID-19 outbreak. The results indicated that preservice teachers with procrastination tendencies may be especially vulnerable to experiencing work stress and life disruption in the face of traumatic events or crises. The findings provide valuable insights to both researchers and practitioners, highlighting the importance of addressing procrastination tendencies among preservice teachers. Copyright © 2023 The Author(s), under exclusive licence to Springer Nature B.V.

Fifty-five Chinese kindergarten teachers from Shenzhen (n = 38) and Hong Kong (n = 17) were surveyed to discern their beliefs and reported practices about multiple literacies related to e-learning and knowledge management. Results indicated that: (1) Shenzhen teachers had a better knowledge about multiple literacies and facilitated the development of multiple literacies in their students more than their counterparts from Hong Kong; (2) Teachers' educational attainment and their beliefs did not predict the multiple literacies practice; and (3) after controlling for these variables, child-PC ratio significantly contributed to the variation in multiple literacies practice. Educational implications and challenges associated with teacher education are discussed. Copyright © 2009 Laboratory for Knowledge Management & E-Learning, The University of Hong Kong.

The transition to primary school is stressful for children in Hong Kong, with students showing high rates of anxiety and depressive symptoms. To further understand this transition, the current study: 1) examined the utility of Pekrun's (2006) theory of achievement emotions for young children with limited control conceptions; 2) tested the theory in high and low competence subject areas; and 3) tested a mediational model predicting changes in children's achievement emotions over time from control/value appraisals and academic coping strategies. 242 children (age 5 to 6) from 11 schools in Hong Kong participated. At each of two time points (the third and last months of the school year), children were interviewed individually about their control/value appraisals, academic achievement emotions, and academic coping strategies. Control and value appraisals were positively associated with academic enjoyment and negatively associated with boredom and anxiety. The control by value interaction for academic anxiety was in the expected direction and marginally significant (p =.06). Results were stronger for the low competence areas, and the mediational model was significant for girls only. Copyright © 2023 Elsevier Ltd. All rights reserved.

Internationally, there is growing concern regarding the insufficient preparation of teachers in mainstream kindergartens in terms of teaching for ethnically diverse children. As teacher educators, we are concerned about how to help kindergarten teachers in Hong Kong improve their teaching. In this study, we adopted the research approach of phenomenography to investigate the following research question: In what qualitatively different ways do teachers experience the teaching for ethnically diverse children? We conducted individual semi-structured interviews with 26 in-service kindergarten teachers. Four ways of experiencing were identified. Teaching for ethnically diverse children can be experienced as: adjusting instruction (A), expanding modes of expression (B), exploring new possibilities (C), and embracing inclusion (D). We recommend that teacher educators discuss our results with teachers in professional development programmes, making them aware of alternatives and appropriate advanced ways of experiencing such teaching. Moreover, our results also revealed the benefits that ethnically diverse children bring to all children. Copyright © 2023 Scandinavian Journal of Educational Research.

This study investigated how English learners complete multimodal formative quizzes. Participants included 17,950 students enrolled in a mandatory English for Academic Purposes course at a university in Hong Kong. We retrieved data from Blackboard, a learning management system, and conducted a two-step cluster analysis to examine student self-regulated learning (SRL) profiles with the quizzes. We first identified five clusters of learners with distinctively different self-regulated learning patterns. Then, we performed a multivariate analysis of variance (MANOVA) to further explore their differences in SRL, in terms of start day, days started before deadline, differences in scores between first and last attempt, and scores in language learning activities. Our findings echoed those of previous studies on the relationship between self-regulated learning and academic success. This research enables us to better understand the needs of EAP students in Hong Kong. Copyright © 2023 International Forum of Educational Technology & Society.