In recent years, instructors have had an increasing interest in integrating Internet based technologies into their classroom as part of the learning environment. Compared to studies on other information systems, student users' behaviour towards e-portfolios have not been assessed and thoroughly understood. This article analyses the Technology Acceptance Model (TAM) in order to examine students' behavioural intention to use an electronic portfolio system, meaning how students use and appropriate it within the specific framework of a course. An E-Portfolio Usage Questionnaire was developed using existing scales from prior TAM instruments and modified where appropriate. Seventy-two undergraduate students enrolled in Bachelor of Education (BEd) Programmes at the Hong Kong Institute of Education (HKIEd) completed the survey questionnaire measuring their responses to perceived usefulness (PU), perceived ease of use (PEOU), attitudes towards usage (ATU) and behavioural intention to use (BIU) the e- portfolio system. The content of the e-portfolio for each of the four pilot courses focused on student reflections upon the artifacts uploaded to the Blackboard 9 learning management system. Students were required to upload their work which included posting video clips and assignments and capturing parts of their reflections or other evidences to justify their claims of 'improvement'. The results of the study indicated that students' perceived ease of use (PEOU) had a significant influence on attitude towards usage (ATU). Subsequently, perceived ease of use (PEOU) had the strongest significant influence on perceived usefulness (PU). The research further demonstrated that individual characteristics and technological factors may have a significant influence on instructors to adopt e-portfolios into their courses. Results suggest that TAM is a solid theoretical model where its validity can extend to an e-portfolio context.
[Copyright of Australasian Journal of Educational Technology

This research had two objectives. The first was to determine the reliability and validity of the multifaceted assessment of creativity (MAC) for evaluating Hong Kong university students' conceptions of creativity. The second was to establish if the theory–practice and gender gaps discovered among mainland Chinese university students would be replicated. The theoretical foundation for the MAC is the investment theory of creativity. Participants were 156 university students in Hong Kong. Results showed that Hong Kong university students' conceptions of creativity fit well with the six resources for creativity measured by the MAC: intelligence, knowledge, intellectual style, personality, motivation and environment. The present data not only confirmed the theory–practice and gender discrepancies previously found among mainland Chinese university students, but also revealed an additional gap –a theory–practice gap found only in participants' evaluation of female school students. Implications are discussed for research and for the psychology of teaching and learning.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2013.812615]

The Wallach-Kogan Creativity Tests were translated into Chinese and later fully computerized for research in Hong Kong. The normative data of two cohorts (1994 and 2002) of school children were employed to test the hypothesis that growth in creative thinking occurs in a society or culture during a period of education and curriculum reforms that emphasize creative thinking. Results of multivariate analysis of variance and subsequent univariate analysis of variance supported the hypothesis. Moreover, some interesting gender differences in creativity growth were observed, underlining the fact that boys and girls should be treated differentially to obtain a desirable creativity growth for them.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Medical Teacher. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10400419.2013.843916]

To date, there has been little research in non-Western contexts exploring the research experience of research higher degree (RHD) students and the effect of research experience on student outcomes. The purposes of this study were to validate the Student Research Experience Questionnaire (SREQ) developed in Australia in the Hong Kong context and to explore the relationships between student research experiences and their perceived skill development and overall satisfaction with their research degree experiences. Data were collected from 599 RHD students. The results supported the construct validity of four SREQ scales (supervision, infrastructure, intellectual climate and skill development). The results of the structural equation modelling suggested that supervision related to students' perceived skill development and overall satisfaction, while intellectual climate and infrastructure were related to overall satisfaction only. The data provide a better understanding of how positive learning outcomes of RHD students can be promoted.
[Copyright of Higher Education Research & Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07294360.2012.754410]