This longitudinal study examined the association between Chinese children's coping strategies and depressive symptoms within the context of the transition from preschool to primary school in Hong Kong. Research Findings: Principal component analyses of children's strategies for coping with stress during the transition to school revealed three factors: negative coping, positive coping, and distraction. Children's strategies were moderately stable over time, but the relationship between coping and depressive symptoms differed for boys and girls. Girls' positive coping strategies at Time 1 predicted fewer depressive symptoms at Time 2, whereas girls' use of distraction positively predicted later depressive symptoms. Boys' depressive symptoms at Time 1 predicted negative coping strategies at Time 2. The present findings show that distraction may not always be an effective way to help young children reduce depressive symptoms, and that coping strategies may have a greater impact on reducing later depression risk for girls than for boys. Practice or Policy: Implications for future studies and practices are discussed at the end of this paper. This study provides information for educators and government and non-government organizations in developing programs to help children with effective coping strategies during their first year at school. Copyright © 2018 Taylor & Francis Group, LLC.

本行動研究是探索「合作學習」對提升「小學加強輔導教學計劃」(簡稱「加輔」)學生數學學習能力的成效。研究對象是13位小學六年級「加輔」學生。研究為期約七個月時間。透過學科測驗、觀察及訪問，評估「合作學習」對學生的學習成績及興趣的影響。研究結果發現「合作學習」提升了「加輔」學生學習數學的興趣及學業成績。其中，最大的受益人是那些成績一般的學生，因為他們在合作學習中的小組活動，需反覆研習及解釋一些計算方式給同組組員認識，所以他們的記憶得以牢固。而一些成績很低的學生，卻未有改善。此外，本研究更發現學生的合作技巧與他們的數學科成績有直接的關係。
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This study explores school-related issues that cause worry and concern for 590 students, aged 11 to 17, in a typical secondary school in Hong Kong. A 36-item questionnaire in Chinese language was used to probe the extent to which the students worried about apecific matters related to studies, examinations, homework, learning English as a second language, peer-group friendships, teacher-student relationships, and the learning environment in the school. Results indicated that in general both male and female students shared fairly similar concerns, and they worried most about aspects of study and examinations. Males and females also expressed some degree of concern over aspects of homework and learning English as a second language. In general, fewer worries were related to friendship issues, teacher-student relationship, and the learning environment. Our analyses identified a few statistically significant gender differences, and differences related to age and the achievement level of the students.The findings are discussed against the background of literature from over fifty years of research into children's worries, and also in the context of the implementation of comprehensive counselling and guidance programs in the case school. 本研究對香港一間典型中學的 590名年齡界乎11至17歲的學生進行訪問，探討他們有關學校事務的擔憂及關注。本研究採用了一份中文問卷，其中共有36個項目，旨在調查受訪學生對一些特定事情的擔憂程度，包括學習、考試、家課、學習英語作為第二語言、同輩友誼、師生關係和校內學習環境。調查結果顯示男學生和女學生都有相似的關注事項，他們最擔心的是學習和考試；對家課和學習英語作為第二語言亦表示有一些擔心。一般而言，只有少部分學生表示擔心同輩友誼、師生關係和校內學習環境。最後，本研究的結果與過去五十年的文獻資料作討論和比較，當中包括個案學校的全方位輔導計劃的執行情況。
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A 35-item instrument, the School-Related Worries Questionnaire (SRWQ), was developed to assess school-related issues of concern among Chinese adolescents. The questionnaire was completed by 562 Chinese secondary-school students in Hong Kong. The SRWQ was found to have good internal consistency (alpha =.89). A principal components factor analysis with varimax solutions yielded seven meaningful factors, namely: 1. Examinations; 2. Studies; 3. English as a second language; 4. Friends; 5. Teacher-Student Relationships; 6. Learning Environment; 7. Homework. Potential uses of the SRWQ are briefly discussed. 剛制訂了一項調查名為「與學校相關的憂慮問卷」(SRWQ)，當中列有 35 條專案，目的在於評估中國青少年所關注與學校相關的事情。共 562 名香港的中學生完成了這項問卷調查。調查結果顯示有很好的內部一致性(系數 = .89)。主要成分因數分析產生了七項有意義的因數，即︰1. 考試；2. 學習；3. 以英語作為第二語言；4. 朋友； 5. 老師與學生的相互關係； 6. 學習環境； 7. 家課。現概述問卷的可能用法。
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

The changes in maternal involvement during the transition to primary school and the bidirectional relations between maternal involvement and school adjustment were explored in this study using a two-wave longitudinal design with a 8-month interval. The participants were children (mean age: 5 years 10.39 months at Time 1 and 6 years 4.98 months at Time 2), mothers, and kindergarten and primary school teachers from 324 and 247 Hong Kong middle- and upper-middle-class families at Time 1 and Time 2, respectively. Approximately three months before the children finished kindergarten (Time 1), and 3 months after they entered primary school (Time 2), mothers and teachers reported on the mothers' involvement and teachers rated the children's school adjustment. Data related to children's school adjustment were also collected in a child assessment session. Results revealed that mothers' involvement in language and cognitive activities during kindergarten predicted better school adjustment after the school transition. Mothers were also more involved at their children's primary schools when their children demonstrated lower cognitive skills in kindergarten. The findings highlight the importance of examining both home-based and school-based involvement over time during the transition to primary school and the bidirectional relations between maternal involvement and children's school adjustment. Copyright © 2018 Elsevier Ltd. All rights reserved.

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).]

Identity formation is a major development issue confronting adolescents (Erikson, 1968). By adopting Marcia’s (1966) identity status model and employing part of the Objective Measure of Ego Identity Status, the researcher examined a sample of Hong Kong secondary school students’ identity statuses in the four identity domain areas, say education, career, life-style, and friendship. It was found that 95.9% of the students can be categorized into a particular status, and 31.7%, 25.6%, 20.4%, 22.3% of the students were assigned as diffusion, foreclosure, moratorium, and achievement statuses respectively. Further statistical analysis has been conducted to unpack the relationship between the respondents’ identity statuses and personal characteristics, parents’ influence, and community service engagement. Implications for the enhancement of community service programmes at secondary schools will be discussed at the end.

Background: Abundant research has been undertaken on the importance of teachers’ feedback to the school achievement of students. However, focus has rarely been placed on the differences between the perception on feedback of students and teachers. Being a part of the study which was sponsored by a General Research Grant awarded by Research Grants Council of UGC, Hong Kong (Project Number 844011), we attempted to find out the differences between students’ and teachers’ perception on feedback. Aims and Keywords: The study aimed to find out the differences between Hong Kong primary school students and teachers in their views to feedback. Sample: Four thousand five hundred and seven students between primary 3 and primary 5, 132 teachers from 26 Hong Kong primary schools were sampled in the study. Method: A 42-item instrument with 4-Likert point response scale was constructed by the research team to collect the responses from Hong Kong students and teachers of their perception on 6 dimensions in feedback. Multidimensional Rasch analysis was conducted on the collected data with CONQUEST 2.0. Results: The results showed that: (1) item-fit was between 0.5 and 1.5 for all items except one; (2) Rasch person reliabilities in the 6 dimensions ranged from 0.72 to 0.86 and item reliabilities was 1.00; (3) the effect size of the respondents’ status (teacher or student) in the 6 dimensions ranged from 0.32 to 0.64. Conclusions: In this study, there are moderate differences between the students and teachers in the perception on the source of feedback, the effectiveness of feedback and the function of feedback. On the other hand, there are little differences among the two types of respondents in the perception on the goodness of feedback, the focus/target of feedback and the expectation of feedback.

Short-term study abroad programs have been increasingly emphasized in expanding university curricula since the beginning of the 21st Century. This chapter aims to understand students' perceptions of short-term study abroad programs in the context of Hong Kong Higher Education (HE). Its objectives are to examine students' perceived benefits, concerns and the issues facing them when deciding on their participation in these programs. Using quantitative and qualitative methods, a case study was conducted in the eight universities of Hong Kong. Results show that the students strongly believed that the greatest benefits of taking part in these programs included enhancing their personal growth and intercultural development. The significance of this chapter is to contribute new knowledge to the understanding of students' perceptions and values of outbound short-term study abroad in an Asian/Chinese context.
[Copyright © 2016, IGI Global.]

「小學統整課程示例計劃」是由香港教育學院資助進行的特殊計劃，目標在於推動香港小學統整課程的發展。該計劃透過參與的六所學校推行小一至小六共六套的統整課程，獲取寶貴的實踐經驗以作交流及推廣，旨在提供一個可行方案的初稿，供香港的學校按照本身的校本條件，參考課程內容作出修訂調動或增潤，並自行發展合適的校本課程。上述計劃邀請所有曾參與學習六套統整課程的三百二十九位小一至小三的學生及二百七十二位小四至小六的學生填寫問卷。本文透過問卷調查的結果探討香港小學生對課程統整的見解，並以下列三個重點 作出討論、分析和建議：（一)學生的學習態度、(二)學生的學習策略及（三〉學生的學習表現。