This study assessed the effect of a teacher professional development (PD) programme that incorporated culturally responsive teaching on Chinese kindergarten teachers’ perceptions of learning motivation of ethnic minority (EM) vs. Chinese pupils in Hong Kong. The moderating role of classroom ethnic composition was examined. Forty-five teachers in the intervention group attended 20 sessions of PD courses over 10 months, whereas 40 teachers who did not attend the current programme formed a control group. Pre- and post-tests were conducted to assess teacher perceptions of learning motivation and engagement of Chinese and EM pupils. Hierarchical structure of data was accounted for with multilevel modelling. Results showed that the intervention resulted in positive changes in teacher perceptions of learning motivation of EM (vs. Chinese) pupils among teachers working in classrooms with low proportions of EM pupils when compared to teachers in the control group. The findings highlighted that teachers’ cultural diversity training programmes should be evaluated in relation to classroom ethnic composition and other contextual factors that influence the quality and frequency of interethnic contact. Copyright © 2022 International Review of Finance Ltd.

This study examined reading motivation in Hong Kong secondary school students, taking account of school-related factors of medium of instruction, teacher support and peer support and demographic factors of gender, grade and socio-economic status. Specifically, the research questions were: (1) How are the school factors of medium of instruction, teacher support and peer support related to reading motivation in Chinese (first language; L1) and reading motivation in English (second language; L2)? (2) How are the demographic factors of socio-economic status, gender and grade related to reading motivation in Chinese and English? and (3) Are there differential patterns of prediction of school factors and demographic factors for Chinese and English reading motivation? The SRQ-Reading Motivation Questionnaire, designed to measure reading motivation as conceptualized by Self-Determination Theory (SDT), was adopted. Nine hundred and forty-one secondary school students participated in this study, from the grade levels of secondary one, four and six in seven secondary schools in Hong Kong. Confirmatory factor analysis indicated that their reading motivation was comprised of two factors, Autonomous Chinese Reading Motivation (ACRM), Autonomous English Reading Motivation (AERM), Controlled Chinese Reading Motivation (CCRM) and Controlled English Reading Motivation (CERM). To address the three research questions, structural equation modeling was used to investigate the relationships among the variables examined in the present study. The findings showed that Teacher Support significantly predicted all reading motivation outcomes. A higher level of teacher support was associated with higher levels of autonomous and controlled reading motivation in the two languages. Peer Support was also a significant predictor of all reading motivation outcomes. Surprisingly, peer support had a negative relationship with controlled reading motivation in Chinese and in English but a positive relationship

Background: In Hong Kong, the time limitation set for physical education (PE) lessons at schools is one of the obstacles in promoting adequate physical activity (PA) levels for students. Flipped learning is a pedagogical approach that advocate more interaction between teachers and learners, in return promoting more PA participation. The present study utilised the self-determination theory (SDT) as the theoretical framework for designing flipped learning content to be applied during PE lessons, targeting the improvement of students’ PA levels. The purpose of this study was to examine the effectiveness of the flipped learning unit on the PA levels and motivation of students during PE lesson.Method: For this study, 111 Grade 5 students at a Hong Kong primary school participated in the study. They were grouped into a flipped learning group (PE lesson with flipped learning; n=57) or a traditional learning group (PE lesson with regular teaching; n=54). Participants were randomly assigned to groups followed the class they were in. The flipped learning design included an online self-learning session and an in-school learning session with more practice and discussion time allowed during the course of a four-lesson PE learning unit. The lessons for both groups were conducted in twice weekly sessions that lasted for 25 minutes each. An accelerometer (GT3X) was used to measure the PA levels of students during the four experimental PE lessons; and questionnaires were used to assess their motivation before each PE class.Results: Using ANOVA, a significant difference in PA level was found between the traditional learning group and flipped learning group (F, [1,21] = 21.76, p < .05). Moderate to vigorous physical activity (MVPA) duration of the flipped lessons was higher and duration of sedentary (SED) was lower than that of the traditional lessons. At the same time, autonomous motivation was a positive predictor of MVPA (β = 1.603, p < 0.05) in practice-oriented lessons. In addition

The study was conducted under the backdrop of the increasing demand of Mandarin-learning in Scotland and Hong Kong. Inspired by Gardner’s (2010) socio-educational model, this study is the first to compare students’ integrative motivation towards learning Mandarin under the two contexts. The data was obtained from a total of 132 secondary school students (54 from Hong Kong, and 78 from Scotland) through questionnaires. It also aimed to examine the robustness and culture-specific applicability of the model. Due to the geographical proximity and cultural similarity to Chinese, the integrativeness of non-Chinese speaking (NCS) students in Hong Kong is expected to be relatively higher compared to the students in Scotland. However, the results showed that NCS students displayed lower integrative motivation than students in Scotland. The significant difference we identified lay upon one of the constructs - fear of assimilation. This unexpected phenomenon could invite more in-depth studies on factors affecting integrative motivation in learning Mandarin.漢語作為第二語言的學習日益普及，無論是香港的非華語學生，或是全球的「漢語熱」，都顯示需求日益增長。本研究以Gardner（2010）的社會教育模式為理論基礎，比較了兩種語境下學生學習普通話的綜合動機。 是次研究的數據來自132 名中學生（54 名香港非華語學生，78 名蘇格蘭本地學生）的問卷調查結果。本研究還旨在了解社會教育模型在特定文化的適用性。由於香港地理上相鄰內地，文化亦相似，所以香港非華語學生的綜合性預期會比蘇格蘭的學生高。然而，結果卻顯示非華語學生的綜合動機較蘇格蘭學生為低。我們發現的顯著差異在於其中一個建構因素─對同化的恐懼。這個現象能讓我們對綜合動機及跨文化的因素進行更深入的研究。 Copyright © 2021 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.

Aviation is an interdisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to principles of flight, language, earth science, aeronautical engineering, flight training and airmanship. In K-12 education, educators have started to encourage children to learn science, technology, engineering and mathematics (STEM) subjects via aviation-themed activities to develop future scientists and engineers. This study investigated upper primary students' motivations to learn STEM via engaging in flight simulation experiences. The sample consisted of 345 10- to 13-year-old Hong Kong students from 8 primary schools. A modified version of the 31-item Science Motivation Questionnaire II (SMQ II) with four subscales with a focus on aviation was used. The relationships between intrinsic motivation, extrinsic motivation, self-efficacy and peer support across gender and performance were examined. The data obtained were analysed using factor analysis and a regression model. According to our model, students are most strongly motivated by peer support, followed by intrinsic motivation, and they are least motivated by self-efficacy. As expected, our results indicate that a gender gap exists in aviation-themed STEM learning. These findings can help educators to better understand students' perceptions of aviation science and further develop related learning activities. Copyright ©2021 Springer.

This qualitative case study examined a group of undergraduate students' motivations towards extracurricular research in a Hong Kong university. Drawing upon data from semi-structured interviews, this study analysed the students' motivation change from the cognitive, social, and affective perspective. The findings revealed that the students were externally and internally motivated to join informal research activities and that their motivation change was intertwined with their cognitive learning, social interactions, and emotional experiences in the research process. The paper concluded with practical implications on supporting and sustaining undergraduates' motivations in extracurricular research activities to benefit their academic studies and future work. Copyright ©2021 Routledge.

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed. Copyright © 2021 Sage Publications Ltd.

• Writing motives was assessed using Writing Motivation Questionnaire. • Writing self-efficacy was assessed using a revised Writing Self-efficacy Scale. • Measurement invariance was established across Shanghai and Hong Kong students. • Latent means comparison found differences between these two groups. • A direct-mediational model examined the relationship between these constructs. What motivates Chinese students to write? In the present investigation, we examined Chinese students' writing motives and writing self-efficacy. Grades 4 and 5 Chinese students in Shanghai (n = 332) and Hong Kong (n = 305) completed a survey questionnaire assessing motives for writing using the Writing Motivation Questionnaire and writing self-efficacy based on a revised Writing Self-efficacy Scale. Using multigroup confirmatory factor analyses, measurement invariance was established by examining configural, metric, scalar and residual invariance. Latent means comparison located significant differences between the Chinese groups in relation to writing self-efficacy and writing motives derived from a focus on curiosity, competition and grades. Multigroup structural equation analyses verified a hypothesized direct-mediational model depicting the relationship between writing motives and writing self-efficacy. Copyright © 2021 Elsevier.

In the last two decades, the same three parameters (frequency of use, importance, and effectiveness) of motivational strategies in language classrooms have been thoroughly researched. This study proposes establishing an additional parameter of feasibility to gauge the overall ease of using motivational strategies. A questionnaire survey on 116 motivational strategies was conducted among 58 Hong Kong teachers of English as a foreign language (EFL). After that, 20 of them participated in focused group interviews to provide further comments. Nine feasibility-related factors pertinent to students, the teacher, and the educational context were identified, which contribute to a tentative and concise definition. • Certain parameters of motivational strategies have been widely researched. • A new parameter of feasibility in language teaching contexts is called for. • Student-, teacher- and context-specific factors were identified by English teachers. • A concise definition of the new feasibility parameter is proposed. • The feasibility parameter is noticeably different from the effectiveness one. Copyright © 2021 Elsevier.

This study aimed to examine the relationships between motivational variables, self-regulated writing strategy use and writing competence with 511 fourth graders in Hong Kong. The high writing achievers reported a higher level of motivation, i.e. self-efficacy, task values (i.e. interest and utility) and growth mindset in English writing than the low writing achievers. The high achievers also used various self-regulated writing strategies more frequently than their low achieving counterparts. Self-efficacy and growth mindset were found to be almost equally important predictors of strategy use, while the impacts of interest and utility were weaker. The results indicated that self-regulated learning and competence in English writing can be improved through the promotion of motivation. This study highlights the influence of the social-cultural context on motivation. More importantly, growth mindset may emerge as a new research agenda in English as a Second/Foreign Language (ESL/EFL) writing. Copyright © 2021 Routledge.