Hong Kong university students have shown various psychological health problems. Spiritual intelligence (SI) has been found to have a positive correlation with mental well-being. However, a reliable measure to assess SI in Hong Kong students is lacking. The present study, which comprised three phases, aimed to develop a scale of SI that could meet the characteristics of Hong Kong university students. Phase 1 aimed to explore the meaning of SI in Hong Kong and to develop the preliminary scale of SI. Twenty-eight participants, with or without religion, were interviewed about their understanding of SI. Adopting comparative and inductive techniques, eight categories of SI were revealed: Social Harmony and Influence, Morality, Personal Life Meaning, Emotional Competence, Connection to Higher Power, Existential Thinking, Reflection on Truth and Self, and Practice. A 62-item Chinese Spiritual Intelligence Scale (CSIS) was developed based on these categories. Phase 2 aimed to finalize the items of the CSIS and determine its factor structure. Two hundred and nineteen university students completed the CSIS. Several exploratory factor analyses led to a 29-item six-factor model for CSIS and the model was evaluated in Phase 3. Another sample of 283 Hong Kong university students completed the revised version of CSIS, together with other questionnaires on life meaning, metapersonal self-construal, life satisfaction, mental health, mood states, and emotional intelligence. Confirmatory factor analysis was performed to determine whether the 29-item six-factor model fit the current sample. As high correlations were shown among some of the six factors, a four-factor model was proposed. The EFA result supported a 23-item four-factor model and the CFA further validated the model. The full scale of CSIS and its four subscales had good internal reliability. The CSIS was also positively correlated with measures of life meaning, metapersonal self-construal, life satisfaction, mental health, positive

International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students' achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs' conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs' responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs' conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.
[Copyright © 2018 Springer Science+Business Media B.V., part of Springer Nature.]

This paper provides a brief overview of current educational evaluation measures and related issues in Hong Kong. The foci of measures for discussion are quality assurance mechanisms especially school self-evaluation (SSE) and external school review (ESR), and Territory-wide System Assessment (TSA). Three questions are posed for discussion: (a) How can we promote coherence among educational reform (highlighting students' whole-person development) and educational supervision and evaluation policies (stressing academic performances) in both rhetoric and practice (b) How can we promote a systematic linkage between centralized systems (ESR, SSE, BCA/TSA) and localized systems (teacher evaluation) so as to drive school improvement/effectiveness and teacher development/effectiveness (c) How can we help relieve teachers' workload and anxieties linked with educational evaluation and foster a shared community of educational evaluation among government agencies, SSB/SMC/IMC and teachers. Copyright © 2009 by Nova Science Publishers, Inc. All rights reserved.

Self-efficacy beliefs regarding the teaching of English language in reading, writing, listening, and speaking were assessed in a sample of 55 prospective Chinese teachers who were trained to teach English as a second language in Hong Kong. These teachers reported that their sense of self-efficacy in teaching speaking and writing seemed to go together, whereas their sense of self-efficacy in teaching reading emerged as relatively distinct. Prospective teachers with teaching-practice experience did report significantly higher scores on self-efficacy in teaching speaking-writing than those without teachingpractice experience. Implications of the findings for efforts to enhance teaching performance through enhancing teaching self-efficacy are discussed. The use of information technology such as blog-based teaching portfolio is suggested to provide an avenue through which prospective teachers' self-efficacy beliefs could be closely examined to provide insights into the changes of self-efficacy in relation to teaching effectiveness. Copyright © 2010 by Nova Science Publishers, Inc. All rights reserved.

A cyberbullying intervention was developed and empirically tested with 137 Hong Kong Chinese College students. The intervention was designed to change students’ attitudes about cyberbullying behavior and increase their awareness of cyberbullying. Participants were assigned to an experimental or control group. They completed questionnaires before the intervention (Time 1; T1), immediately after the intervention (Time 2; T2), and again eight weeks later (Time 3; T3). The experimental group participated in a 1-h intervention where they were presented with a simulated Facebook page showing the helpless feelings of cyber-victims, watched video clips of the consequences of cyberbullying, and engaged in small group discussions and a self-reflection writing task. Results showed that participants who received the intervention experienced an increase in their awareness and had more negative attitudes toward cyberbullying (i.e., the perception that cyberbullying is unacceptable behavior) than did the control group. In addition, those who reported being highly engaged in the intervention maintained the positive effects at the 8-week follow-up. The results demonstrate the feasibility and effectiveness of a short-term cyberbullying intervention for college students and that level of participant engagement contributes to its effectiveness.
[Copyright © 2017 Springer Science+Business Media B.V. and The International Society for Quality-of-Life Studies (ISQOLS).]

This report is part of a larger project investigating school satisfaction of early adolescents in Hong Kong. The research questions in this part of the study focused on the school experience of 21 high-ability Chinese students aged 9–14 in Hong Kong primary and secondary schools. Semi-structured interviews were conducted with each of the participants. From the qualitative data collected, six influences on their school satisfaction emerged ― two that could be classified as 'personal influences' (goal-directed thoughts and motivation; self-discipline and self-regulation) and four themes that reflected 'environmental influences' (positive teacher-student relationships, classmates emotional and instrumental support, parental involvement in students' learning, talent development opportunities). The findings from the study can help to inform school personnel on modifiable aspects of school environments that can help high-ability students succeed and at the same time enjoy their school life.
[Copyright © 2017 The Author(s).]

Originally, the capitalist society in Hong Kong under communism is exceptional, but the “one country, two system” formula was a makeshift stratagem by the Communist Chinese government. The twenty years of history witnessed the tension of ruling and policy implementation. Education policy in political conflicts is, of course, the other arena in the Hong Kong context which reveals competitions, controversies and struggles among the cultural hegemonic engineering. This paper can contribute to enigmatic understanding and interpretation of generating educational reform and implementing education policy in this twenty years history of the Hong Kong Special Administrative Region.
[Copyright © 2017 Institute of China and Asia-Pacific Studies, National Sun Yat-sen University, Taiwan.]

This study aims to understand teacher emotions through interviewing 53 primary teachers in Hong Kong and Mainland China. Content analysis was employed to analyze the data. Teachers reported 68 different types of emotions which decreases as distance from the teachers increases at the five nested ecological system – microsystem, mesosystem, exosystem, macro-system, and chronosystem. Teachers mentioned the most emotions at the microsystem level (50 emotions), followed by the exosystem (36), the mesosystem (30), the macrosystem (10), and the chronosystem (seven) levels. These emotions comprised 34 positive emotions (e.g., happiness, caring, pride) and 34 negative emotions (e.g., pressure, sadness, worry). Attention should be paid to the high proportion (50%) of negative emotions described by Hong Kong and Mainland China teachers. Findings may help teachers to understand how to regulate their emotions but also provide strong references for teacher education, teaching, and teacher lives.
[Copyright © 2017 James Nicholas Publishers.]