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Young people with disabilities (YPWDs) in higher education require tailored career support in finding employment. Seventy‐five YPWDs in Hong Kong participated in a quantitative program effectiveness study using a three‐group comparison design (experimental, other intern, and control) to improve career‐related outcomes. Generalized estimating equations revealed that the experimental group showed significant improvements in career‐related outcomes such as career decision self‐efficacy and focused job search strategy while increasing disability‐related outcomes and work cynicism. This study reveals the impact of disability on work experience and its benefits for YPWDs. Important policy implications for future school–work transition programs for YPWDs are discussed.

Achievement emotions are crucial for acqussiring a foreign language, yet reliable tools to measure emotions beyond anxiety, enjoyment, and boredom in foreign language classrooms remain scarce. Furthermore, few studies have examined the different predictive effects of various foreign language classroom emotions on language learning achievement. This article presents two studies that aim to address these research gaps. In Study 1, based on the control-value theory of achievement emotions, we adapted and validated the short form of the Achievement Emotions Questionnaire for Foreign Language Classrooms, a self-report instrument that measures eight achievement emotions: enjoyment, hope, pride, anger, anxiety, boredom, hopelessness, and shame. The questionnaire was administered to 1,063 Chinese university students (567 females, mean age = 18.86, SD= 1.04, range = 17‒24 years) enrolled in English as a foreign language courses. The questionnaire exhibited acceptable psychometric properties including construct validity, reliability, measurement invariance, and external validity. In Study 2, we measured students’ English language learning achievement using their scores on a standardized exam. Scores of 202 students were analysed (131 females; mean age = 18.82, SD= 0.82, range = 17‒24 years). Regression analyses indicated that negative emotions were more predictive of achievement than positive emotions (except hope, which was the most influential predictor among the positive emotions). Theoretical, methodological, and practical implications and limitations were discussed.

IMPORTANCE: Most parenting programs target parents of children with severe behavioral problems. There is limited evidence on the effectiveness of universal parenting programs, especially for families with low income. OBJECTIVE: To evaluate the effectiveness of the KeySteps@JC Parent-Child Interaction Program for low-income families in Hong Kong. DESIGN, SETTING, AND PARTICIPANTS: A parallel, unblinded, cluster, randomized clinical trial was conducted from September 2018 to June 2019. Eight participating preschools in Hong Kong were randomly assigned (1:1) using an online randomization plan generator into intervention (immediate) and waiting list control (delayed) groups. Intervention participants included the parents of children in kindergarten grade 1. The results were processed by an intention-to-treat analysis. INTERVENTIONS: KeySteps@JC Parent-Child Interaction program. MAIN OUTCOMES AND MEASURES: The primary outcome was child behavioral problems, which were assessed using the Strength and Difficulties Questionnaire. Secondary outcomes were parental emotion coaching, involvement in child reading and play, and parent stress levels, which were assessed using Chinese-validated versions of the Parent Reading Belief Inventory, the Chinese Parent-Child Interaction Scale, the Emotion-Related Parenting Styles, and the Parental Stress Scale questionnaires. Parents in the intervention group participated in a training program consisting of 20 weekly 1.5-hour sessions on child behavior management, emotion coaching, dialogic reading, and interactive play. The primary hypothesis was that child behavior problems would be reduced after the intervention. The main analysis was a mixed-method regression with group status as the independent variable. RESULTS: A total of 267 parents (mean age, intervention group: 33.8 years; 95% CI, 32.9-34.7 years; waiting list group: 35.7 years; 95% CI, 34.5-36.9 years) participated in the program. The intervention group included 153 participants (57.3%), and the waiting list group included 114 participants (42.7%). Among the target children (mean age, intervention group: 3.5 years; 95% CI, 3.4-3.5 years; waiting list group: 3.4 years; 95% CI, 3.4-3.5 years), there were 88 boys (57.5%) in the intervention group and 59 boys (51.8%) in the waiting list group. At postintervention, the intervention group reported a statistically significant improvement in children’s behavior (Cohen d, 0.29; 95% CI, 0.04-0.53); parents’ use of emotion-coaching strategies, including feelings of uncertainty or ineffectiveness in emotion socialization (Cohen d, 0.26; 95% CI, 0.01-0.50) and parental rejection of negative emotion (Cohen d, 0.33; 95% CI, 0.08-0.57); and involvement in child reading (Cohen d, 0.17; 95% CI, −0.07 to 0.41). CONCLUSIONS AND RELEVANCE: The results of this randomized clinical trial provide promising evidence on the effectiveness of a multicomponent parenting intervention in preparing children from low-income families to be more socially and emotionally ready for school. TRIAL REGISTRATION: ClinicalTrials.gov Identifier: NCT03615937

Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project(Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong.Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components.Findings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support.Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.

Humor is found to be an essential element of creative thinking in Western culture. In Eastern culture, however, the relationship between creativity and humor is ambivalent. This study examined the relationship among humor styles, creative personality traits, and creative thinking abilities. A sample of 118 Chinese undergraduates in Hong Kong was recruited to complete the Humor Styles Questionnaire, the three Creative Personality subscales of the Chinese Personality Assessment Inventory-2 (CPAI-2), and the Verbal Test of the Wallach-Kogan Creativity Tests. Results show that humor styles are uncorrelated with creative thinking abilities of flexibility, fluency, and originality, but affiliative humor and aggressive humor are correlated with creative personality traits of novelty and diversity. A hierarchical multiple regression shows that both humor styles and creative personality traits of novelty and diversity account for non-significant variance on creative thinking abilities. These findings largely support a hypothesized non-association between humor styles and creative measures. They also pose a sharp contrast to findings obtained in the West, in which humor styles are typically correlated with both creative thinking abilities and creative personality traits.

This commentary focuses on the challenging views and creative insights inspired by the four articles in this special issue of the journal. The studies have integrated creativity research with social psychological and cultural perspectives. I have highlighted the unique contribution of how Karwowski, Tanggaard, Glăveanu, and Hennessey have each advanced theory formation with empirical evidence indicating strong convergent and concurrent validity.

As the workforce ages it becomes important to examine if there is misperception of creativity and age in work contexts. A laboratory experiment examined perceptions of the creativity of a team with both young and old workers and of a team composed entirely of young workers. Scripted videos portrayed such teams engaged in designing an outdoor advertising campaign. Altogether, 220 participants were randomly assigned to watch one of the video clips and complete a structured questionnaire. No significant differences were observed in the perceptions of the two teams' performance or of the quality of the resulting advertising proposal. In general, there was also no significant difference in the individual characteristics attributed to the four characters on the teams. However, participants aged 35 or above evaluated both teams and all four characters more favorably than participants aged 20–34.

The article presents questions and answers on varied topics including infertility, migraine and tooth fairy.

The present study sought to compare and contrast educational policies on creativity education in four Asian Chinese societies, namely mainland China, Hong Kong, Singapore, and Taiwan. It establishes five criteria on creativity education policy, including policies regarding legislation on creativity education, definitions of creativity, standard implementation, explicit identification of special populations of creative students, and creativity education in the community. Among the four societies, Taiwan has an official document — the White Paper on Creative Educationpublished in 2003 — whereas in Hong Kong and Singapore, creativity has been identified as an ability to be nurtured in students of all levels in their national curriculum reform. In mainland China, innovation is regarded as a synonym for creativity. Definitions of creativity have at times not been clearly defined, although multiple levels of creativity development (individual, school, societal, industrial, and cultural) have been discussed in Taiwan. In Hong Kong, creativity has been defined as a generic skill in various key learning areas (e.g., language education, mathematics education, science education, etc.) in the school curriculum. In Singapore, creativity is a learning outcome to be developed in students. None of these societies use standard creativity assessment tests as evidence of creative competence in students. When creativity has entered the central stage in the curriculum reform and creativity education is made available to every student, efforts have been made to identify highly creative students and provide them enrichment opportunities, mainly using performance assessments and performance in creativity competitions in these societies. But mainland China, Hong Kong, and Singapore do not sufficiently emphasize creativity education in the larger community.

“The Twenty-five Maiden Ladies' Tomb” is the collective burial site of the female workers who died in a ferry accident on their way to work in 1973. The fact that of the more than 70 passengers on board all 25 who died were unmarried young women, and the taboo in Taiwanese culture that shuns unmarried female ghosts, made the Tomb a fearsome place. Feminists in Gaoxiong () had for some years wanted the city government to change the tomb's public image. Their calls were not answered until the Gaoxiong mayor's office finally allocated money to clean up the gravesite and, as part of the city's plans to develop urban tourism, to remake it into the tourist-friendly “Memorial Park for Women Labourers”. Consequently, even though the tomb renovation seemed to indicate a triumph of the feminist endeavour, it was more a result of the Gaoxiong city government's efforts towards culture-led urban revitalization.

This study was aimed at attaining some sense of implicit concepts of creativity among Hong Kong Chinese across different populations of participants and finding out how these implicit concepts compare to explicit concepts grounded in Western culture and tradition. Three stages of investigation are reported. In the first stage, 370 persons at railway and subway stations were asked to give their views on creativity and nominate Hong Kong person(s) outstanding for creativity, They were also asked to provide some demographic data and rate themselves on the creativity scale. In the second stage, 34 persons nominated in the first stage as outstanding for creativity were given the same task as the general public. In the third stage, local academics working in the area of creativity were asked to assign the categories of answers generated in the first and second stages of the study into one of the creativity strands: process, product, person or press. It was found that some core parts of the implicit concepts of creativity were overlapped highly across sex, age, education and occupational status variables. In other parts of the concept, how-ever, differences were found between males and females, teachers and laypersons, persons with tertiary education and other groups. Points of agreement between the implicit concepts of Hong Kong Chinese and explicit ones in the Western literature of creativity were these which linked creativity with something new, unique, leading to change and based on the independent thinking initiated by internal power and energy. However, originality, self expression as well as aesthetic and artistic elements were almost invisible in the Hong Kong implicit concepts of creativity.

cDNA clones encoding rat brain and rat aorta isoforms of the α1subunit of the dihydropyridine‐sensitive, voltage‐dependent calcium channel were isolated and sequenced. These tissue‐specific cDNA clones share significant amino acid similarity with the rabbit skeletal muscle calcium channel α1subunit (75% and 66% amino acid identity for rat brain and rat aorta isoforms, respectively). Northern analysis revealed transcript sizes of 6.5 and 8.6 kb in aorta and 8.6 kb in brain.

cDNA clones encoding rat brain and rat aorta isoforms of the α 1subunit of the dihydropyridine-sensitive, voltage-dependent calcium channel were isolated and sequenced. These tissue-specific cDNA clones share significant amino acid similarity with the rabbit skeletal muscle calcium channel α 1subunit (75% and 66% amino acid identity for rat brain and rat aorta isoforms, respectively). Northern analysis revealed transcript sizes of 6.5 and 8.6 kb in aorta and 8.6 kb in brain.

A personal narrative is presented that explores the author's experience of winter in an elementary school in China.

The article offers author's insights on her inadequate speaking ability due to her experiences during childhood, wherein her parents obliged them with various rules including not talking to strangers, not discussing on politics, and not to speak more than necessary in order to prevent word-borne disasters.

This article offers the author's insights on her Chinese great-grandmother who had bound feet and whom she would tease whenever she accompanies her, the grandmother, through the neighborhood.

A personal narrative is presented in which the author discusses her experiences at a temporary shelter after the Tangshan earthquake in China in August 1976.