Recent discussions on student feedback literacy have been primarily conceptual and framed from the perspectives of scholars and educators. Few empirical studies have explored what and how college students conceive of student feedback literacy. To address this research gap, we explored Hong Kong college students’ conceptions of student feedback literacy. Fifteen Bachelor of Education students were individually interviewed to elaborate on the mind maps they had drawn about student feedback literacy. The data analysis revealed that the participants depicted several feedback competencies required for students to elicit and process feedback but paid scant attention to the competencies needed to enact feedback. Meanwhile, they believed that a feedback-literate student should appreciate the values of feedback and be active, modest and committed in the feedback process. The participants’ conceptions of student feedback literacy were ecologically influenced by Chinese cultural values, the university learning setting, their prior feedback experiences, and course learning. Copyright © 2022 The Author(s).

Objectives: The current study examined whether hope and mindfulness were associated with changes in two maladjustment measures, internalizing and externalizing behaviors, during the COVID-19 pandemic and tested sense of coherence as a mediator. The salutogenic theory of health, which posits that sense of coherence is central to individuals’ well-being in stressful situations and that individuals derive their sense of coherence from their generalized resistance resources (GRRs), was used to guide the analyses. Methods: On two occasions separated by about 6 months, 253 Hong Kong college students (mean age = 21.0 years at time 1; 86% of them were women) filled in online questionnaires during the COVID-19 outbreaks. Path analysis was conducted to examine the interrelationships among hope and mindfulness, sense of coherence, and internalizing and externalizing behaviors. Results: Results indicated that hope and mindfulness at time 1 were associated with internalizing and externalizing behaviors at time 2, even after controlling for confounding variables and prior levels of internalizing and externalizing behaviors. Moreover, sense of coherence at time 1 significantly mediated these associations. Conclusions: Findings pointed to the potential roles of hope, mindfulness, and sense of coherence in understanding Chinese college students’ adjustment during the COVID-19 pandemic. Future research is needed to test whether sense of coherence and behavioral adjustment can be promoted through hope- and mindfulness-based intervention programs. Future research is also needed to examine the interrelationships among health-promoting assets, sense of coherence, and individual adjustment in samples of diverse cultural backgrounds. Copyright © 2022 The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

This paper addresses Hong Kong Chinese undergraduate students' conceptions of teacher care informed by their experiences of teacher-student relationships within university context. Utilising the concept of teacher care from Nodding's (1984) ethics of care from a Confucian-Vygotskian perspective, this research considers emergent themes of teacher care from the narrative accounts of final-year students majoring in management and bilingual studies. Results indicate that teacher care is perceived as a deepening of trust, mutuality, responsiveness, and reciprocity between students and teachers, and an enrichment of caring scope, embodied in the conceptualisation of 'Pedagogical Care' to 'Holistic Care' and then onto 'Sustainable Care'. A dialectical framework of teacher care within Hong Kong higher education context is proposed, based on the psycho-social make-up of students and socio-cultural context of learning. This study exposes the importance of teacher care in students' learning as influenced by relational dynamics, and proposes the adoption of caring pedagogy in universities. Copyright © 2021 Routledge.

• COVID-19 pandemic significantly decreased international student mobility. • Mainland China and Hong Kong university students lack interests in overseas study. • East Asia countries and regions become popular studying abroad destinations. • Health and safety become students' primary concerns for studying abroad. • Post-pandemic management becomes a key factor in attracting international students. The study critically examines how students in Mainland China and Hong Kong conceive overseas studies plans against the COVID-19 crisis. Amongst the 2739 respondents, 84 % showed no interest to study abroad after the pandemic. For those respondents who will continue to pursue further degrees abroad, Asian regions and countries, specifically Hong Kong, Japan and Taiwan, are listed in the top five, apart from the US and the UK. The pandemic has not only significantly decreased international student mobility but is also shifting the mobility flow of international students. This article also discusses the policy implications, particularly reflecting on how the current global health crisis would intensify social and economic inequalities across different higher education systems. Copyright © 2021 Elsevier.

With the general recognition that holistic competencies are beneficial for individuals, employers, and the economy, higher education institutions around the world have emphasized the inclusion of holistic competencies as one of the key learning outcomes. Although educators and researchers have stressed the importance of holistic competencies, less is known from the learners' perspective. The data were obtained from a questionnaire completed by 339 undergraduate students in a local university of Hong Kong, and 6 focus group interviews. Their perceived importance and perceived capacity of holistic competencies were analyzed. The results revealed that most of the perceived importance of holistic competencies are significantly higher than the perceived capacity. Through the follow-up focus group interviews, students discussed their preference regarding how the course content and assessment methods of a separate course for holistic competence development could be designed for the higher education curriculum. Copyright © 2021 Project Innovation, Inc.

Despite the identified high effect size (d=.73) of feedback in affecting student achievement (Hattie & Timperley, 2007), recent feedback research has also found a wide range of factors pertaining to individuals’ feedback perceptions affect their feedback uptake and the effectiveness of feedback in learning (Van derKleij & Lipnevich, 2020). Among these factors, researchers have pointed out negative emotions induced by feedback may hinder feedback use if students do not have adaptive/optimal emotion regulation strategy (Gross, 2008). Based on the ecological feedback model that explicitly includes emotions in examining the complex process of feedback giving, receiving and using (Yang et al., 2014), this qualitative study aimed to explore: 1) what negative emotions university students may have upon receiving feedback, and 2) how students’ feedback orientation (i.e., perceived usefulness of feedback, self-efficacy, social awareness, and responsibility for using feedback to promote academic performance and achievement) relates to emotion regulation in the feedback context. In the COVID-19 pandemic period, individual-based interview (40 to 50 minutes) was conducted respectively through Zoom to seven university students at four different academic years in a Hong Kong university. Content and theme analyses revealed feedback orientation per se plays an influential and positive role in helping students regulate their negative emotions evoked by feedback. Specific roles of the four dimensions of FO also varied in these students’ emotion regulation. Implications of this qualitative study to both feedback and emotion regulation fields are discussed. Copyright © 2020 CHER-Hong Kong.

This paper examines the difference between adolescents’ perception of parents’ educational expectations and their own, and the role of parental involvement in developing adolescents’ educational expectations. The sample was drawn from the fifth cycle of the Programme for International Student Assessment (PISA) in 2012. About 3,000 Hong Kong 15 year-old students participated in the longitudinal study by completing the questionnaire. Using a logistic regression model, we investigated to what extent and how parental expectations and involvement were related to Hong Kong adolescents’ expectations for pursuing a university degree. The effects of individual characteristics (i.e., gender and cognitive ability) and family background (i.e., family structure and SES) were controlled in the model. Results indicated that perceived and actual parental expectations were important predictors shaping adolescents’ educational expectations even after the academic and socio-economic backgrounds of adolescents were taken into account. The model also suggested that less privileged adolescents might be able to overcome their socio-economic disadvantages in achieving high educational attainment if a parent was involved in helping them to make educational plans. The importance of family interventions – in particular, home-based communication between parents and adolescents – is discussed in this paper. Copyright © 2014 INET.

This chapter reports on two datasets. The first is a short questionnaire administered to International College Hong Kong Secondary Media Studies students in Year 10 and 11, regarding their public General Certificate of Secondary Education (GCSE) examinations, where students’ attitudes to Free Learning were probed. The second dataset comprised grade achievement comparisons between the 2019 Free Learning GCSE cohort and a previous cohort who had been prepared for the public examination via a standard teaching mode. While the sample was small, students responded positively to Free Learning as a teaching methodology and as preparation for a high-stakes examination. Regarding grade comparisons, grades achieved by the Free Learning cohort were very comparable with grades obtained by previous non- Free Learning cohorts. It would appear that even when it leads to public examinations, with the requirement to complete a set syllabus, Free Learning is a viable methodology. Copyright © 2022 selection and editorial matter, Ross Parker, David Coniam and Peter Falvey; individual chapters, the contributors.

Acculturation is an emerging field of inquiry in the multicultural context of Hong Kong. Behavioural acculturation focuses mainly on cultural practices such as language use, dietary preferences, customs and traditions, socialization and media consumption. Despite a phenomenal growth of research on the educational predicament of immigrant youth based on a deficit-based “stress and coping” approach, there is a dearth of literature on how non-Chinese young people experience the phenomenon of intercultural learning in Hong Kong. This article reports a qualitative study on the behavioural acculturation of a group of Pakistani secondary school students in Hong Kong from a culture leaning perspective. The study findings challenge the deficit-based perspective and advocate a culture-learning approach to the study of acculturation. Copyright © 2021 National Institute of Education, Singapore.