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.

Self-regulated learning (SRL), defined as a capacity for autonomy and control exhibited by individuals who direct, monitor, and regulate actions towards certain learning goals (Paris & Paris, 2001), has received much research attention over the past four decades (Panadero, 2017). Students’ SRL capacity can be developed in various settings (Kim, 2015) and this paper will report on how a group of primary school students who are from families with a low socioeconomic background have enhanced their SRL capacity through participating in an after-school tutoring program provided by university students. Key influential factors, in the design and delivery of the program, are identified. The study collected data in a youth community center in Hong Kong. The center has provided tutoring service for school students over years. The center has a need to improve their service for students who attend their after-school programmes. The intervention was designed according to Zimmerman's (2000)three phases model. Both implicit and explicit teaching of SRL strategies were incorporated. 18 university students, serving tutors received training before the beginning of the intervention. Twenty three primary school students participated in the programme, completed pre-post questionnaires on self-regulated learning capacity, and attended interviews at the end of each of eight sessions throughout the programme. As the data analysis is on going, more details about the findings will be reported in the conference, if the paper is accepted. Copyright © 2019 ECLL.

While the short form of career development self-efficacy inventory (SF-CDSEI) has been validated in students with and without special educational needs, the relationships between the five subscales (i.e., Career goal setting, Career planning, vocational training selection, Job hunting preparation and Job hunting) have not yet been adequately explored to inform more effective practices (e.g., intervention development). Based on the Social cognitive career theory (SCCT), this study examined their relationships based on two SCCT-supported models with a new sample of secondary students with SEN(n=218). In model 1, student self-efficacy of career planning (CP) and career goal setting (CGS) were two cognitive-oriented predictors of a general action-oriented self-efficacy factor consisting of job-hunting preparation (JHP), vocational training selection (VTS) and job-hunting behavior (JHB). In model 2, JHP and VTS formed a general factor of job-hunting preparation (G-JHP), while JHB was separated. The results of model 1 showed 95% variance of action-oriented CDSEI could be explained by cognitive-oriented self-efficacy of CP and CGS with CGS was a stronger predictor (β=.60 vs. β=.43). Comparatively, model 2 showed that 90% variance of G-JHP and 87% JHB could be explained by career planning and career goal setting. But as compared to CGS(β=.42), CP (β=.57) was a stronger predictor of JHB. For G-JHP, CGS was a stronger predictor (β=.68) as compared to CP (β=.32). The results are discussed in relation to the SCCT to develop intervention programs for addressing the needs of SEN students in terms of CDSEI. Copyright © 2020 International Conference on Learning and Teaching.

This project investigated students' well-being at the Education University of Hong Kong with the goals of enhancing their level of well-being and their competence at meeting challenges in their personal and study life. This was achieved by creating a well-being e-portfolio in the Sway system for students selected from three collaborative Positive and Values Education (PAVE) courses using an integrated well-being model. The project was designed using a mixed-method approach. Three groups were selected from each PAVE course. Different kinds of qualitative and quantitative data were collected. The qualitative data consisted of pre- and post-interviews and e-portfolios. 24 students (8*3) in the three courses were randomly selected for two rounds of individual interviews. The three journals in the e-portfolios of all students in the three groups were analyzed. The quantitative data were comprised of pre- and post-survey questionnaires on well-being. These two kinds of data were integrated and enhance each other in terms of student well-being. The preliminary result showed that students in the interviews reported an increase of their well-being after these three PAVE courses. This was also demonstrated in their journals in the e-portfolios. The mean score of student wellbeing between pre- and post-tests significantly increased but the change in growth was not statistically significant. Copyright © 2020 International Conference on Learning and Teaching.

Background: Healthy movement behaviors in early childhood are believed to track to adulthood, potentially imparting protective benefits against non-communicable diseases. Highlighting the collaborative and complementary roles of parents and educators in promoting health of young children, this study aims to enable parents and teachers to successfully promote healthy movement behaviors in young children. Guidelines for physical activity, sedentary screen time, and sleep of children aged 2 to 6 years will be systematically disseminated to parents and teachers of children enrolled in early childhood education centers (ECECs) in Hong Kong. An evaluation will be conducted to assess the implementation process and the outcomes of the dissemination of said guidelines. Methods: The evaluation will include formative and summative components to examine the implementation (i.e., process evaluation) and the outcomes (i.e., outcome evaluation). Participants include teachers, parents, and children from ECECs in Hong Kong. The process evaluation will be guided by the RE-AIM framework (i.e., reach, efficacy, adaptation, implementation, maintenance). Data gathering and analysis will take a mixed-methods triangulation design - convergence model. The outcome evaluation consists of a non-randomized observational study, using quantitative data from questionnaires and accelerometers. The primary outcome to be measured is the extent to which children meet the guidelines for physical activity, sedentary screen time, and sleep; the secondary outcome is teachers’ and parents’ knowledge and awareness of the guidelines. Discussion: Young children who engage in healthy movement behaviors are likely to become adults who will have the disposition to engage in behaviors that have protective effects against non-communicable diseases. The findings of this evaluation are expected to contribute to improving the strategies of systems and government agencies that aspire to promote healthy movement behaviors

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.

Existing research on the psychosocial and academic experiences of China-born students studying outside of China has primarily been conducted in English-speaking countries using acculturation models. Such research has generally indicated the importance of various personal and interpersonal resources in understanding China-born and other international students' cross-cultural adaptation. Using a similar coping resources framework, we investigated factors in both the psychological and academic adaptation of a survey sample of 2,201 mainland Chinese students (74% female) studying in universities in Hong Kong, China's Special Administrative Region. We found that academic self-efficacy, social support, and a low level of perceived discrimination predicted both psychological and academic adaptation, while proficiency in English and Cantonese further contributed to mainland Chinese students' academic adaptation. Implications for future research and higher education policies and practices are discussed. Copyright © 2019 The 11th IAIR Biennial Conference and the 15th CAFIC Annual Conference.