Search

Graffiti is widely used in social movements globally, yet media and communication research disproportionately focus on the role of social and new media technologies in protest movements. In this paper I ask why university students – a tech-savvy generation – resorted to graffiti and why campus graffiti were not widely circulated on social media during the Hong Kong anti-Extradition Law Amendment Bill (ELAB) protests. I argue that graffiti enables dispersed resistance and is one way to mobilize, voice dissent, and preserve memory in an increasingly surveilled and evolving repressive media environment. I pursue this argument by analyzing graffiti photographed on university campuses during the anti-ELAB protests. Situating graffiti within protest culture in Hong Kong, I conclude that graffiti are not always circulated on digital/social media to reach a broader audience. In times of crises, not reaching a wider audience is a manifestation of dispersed resistance in a hybrid media environment. [ABSTRACT FROM AUTHOR]

This paper draws on 'diaspora at home', a concept that encapsulates the unique dynamics between Hong Kong and mainland China, as an analytical tool to explore the cross-border experiences of 23 Hong Kong students at 11 universities in mainland China. It empirically ascertains how the made and imposed claims and identifications of these Hong Kong students resulted in inclusion and exclusion as their interactions with their mainland peers and institutions deepened. Specifically, it highlights how their 'diaspora at home' status offered exclusive access to privileged higher education opportunities, preferential treatments and opportunities for upward social mobility. Meanwhile, such a status also resulted in an overwhelming sense of political liability as they unwittingly became 'political tokens' and suspected political subjects amid the increasingly tense political atmosphere between mainland China and Hong Kong. This paper pinpoints the relevance of class and politics in understanding how diasporic groups engage with higher education. [ABSTRACT FROM AUTHOR]

Background: Since the outbreak of COVID‐19, universities in Hong Kong have implemented online and hybrid teaching modes, making computer‐assisted language learning (CALL) a primary way for English learning. Research on English learning motivation and self‐regulation has seldom considered learners' emotions (satisfaction and preparedness) and the synchronic online courses in a CALL context. Objectives: This study analyses the relationship between Hong Kong university students' motivation and self‐regulation by considering their emotions in computer‐assisted synchronic online English courses. Methods: 311 Hong Kong university students were invited to complete two questionnaires that investigated students' motivation and self‐regulation in computer‐assisted online English courses. SPSS 26 was employed for exploratory factor analysis (EFA) to extract factors and exclude unsuitable items, and confirmatory factor analysis (CFA) was performed to verify the results of EFA. One‐way ANOVA was conducted to detect the impact of personal emotion on motivation and self‐regulation. AMOS 26 was adopted to construct a structural equation model (SEM) to explore the relationship between motivation and self‐regulation in the CALL context. Results and Conclusions: The results show that satisfaction and preparedness positively correlate with online English learning motivation and self‐regulation. Instrumentality‐attitude significantly predicts all factors of self‐regulation via SEM and goal setting significantly predicts all factors of motivation. With feasible English learning goals, Hong Kong university students are more proactive in learning English online where they actively interact with teachers and peers. Implications: Based on the L2 self‐system (Dörnyei, The psychology of the language learner: Individual differences in second language acquisition, 2005) and self‐determination theory (Barnard et al., Internet and Higher Education, 2009, 12, 1–6), this study clarifies the relationship between motivation and self‐regulation in the CALL context, expanding the application scope of the two theories. COVID‐19 has changed the teaching mode greatly, calling for a revolution in language education and learning. This study provides significant pedagogical implications that benefit both learners and teachers in CALL post‐COVID‐19. Lay Description: What is currently known about this topic: Motivation and self‐regulation greatly affect learners' performance in online English learning.There is a correlation between L2 learners' motivation and self‐regulation.Preparedness and satisfaction are related to learners' learning anxiety and motivation and directly affect learners' online learning achievement. What this paper adds: Satisfaction and preparedness positively correlate with online English learning motivation and self‐regulation.Instrumentality‐attitude significantly predicts all factors of self‐regulation via SEM and goal setting significantly predicts all factors of motivation.With feasible English learning goals, Hong Kong university students are more proactive in learning English online where they actively interact with teachers and peers. What are the implications of our topic for practitioners?: Learners and teachers must highlight the importance of satisfaction and preparedness in online English courses.Learners and teachers should attach great importance to the instrumentality‐attitude in the CALL context, and teachers can appropriately reduce the difficulty of English learning and design study content according to the needs of different students.Teachers should assist Hong Kong university students in formulating reasonable and feasible short‐term and long‐term learning goals at the beginning of online English courses. [ABSTRACT FROM AUTHOR]

People generally attribute less mind to groups than to individuals. Previous research has also shown differences of mind perception between different types of groups, such that not‐for‐profit organizations were viewed as having more minds than for‐profit organizations. In this paper, we ascertained this mind perception differences and further examined its underlying mechanisms and concomitant consequences. Across three studies, we replicated that people attributed more mind to not‐for‐profit organizations than to for‐profit organizations. More critically, the current research linked mind perception to stereotype content model and added that this effect was mainly explained by perceived warmth of the groups rather than perceived competence. We found that although not‐for‐profit organizations were perceived as warmer but less competent than for‐profit ones, the former was perceived both as having more experiential and agentic mental capacities than the latter. In addition, for‐profit organizations received less compassionate responding than not‐for‐profit ones when they suffer, which was attributable to mind perception. This paper highlights the distinction between experience and warmth, and between agency and competence, thus extending our theoretical understanding of the fundamental dimensions of mind perception and those of the stereotype content of groups. [ABSTRACT FROM AUTHOR]

As studies on the mental health status of university students during the COVID-19 pandemic are almost non-existent in Hong Kong, we examined four research questions in this paper: What is the prevalence of depressive symptoms in university students in Hong Kong? What are the socio-demographic correlates of depressive symptoms? Do need satisfaction and positive youth development (PYD) attributes, including beliefs about adversity, psychosocial competence (resilience and emotional competence) and family functioning predict depression? Do PYD attributes moderate the predictive effect of need satisfaction on depression? We examined the above research questions using the Centre for Epidemiologic Studies Depression Scale Revised (CESD-R) in 1,648 university students in Hong Kong. For PYD attributes, we utilized validated measures of Chinese beliefs about adversity, psychosocial competence (resilience and emotional competence), and family functioning. For need satisfaction, we used a measure derived from two focus group interviews involving university students. Results showed that 48.4% of the respondents (95% confidence interval = [45.9%, 51.1%]) scored 16 or above (i.e., "at-risk" for clinical depression). As predicted, age, gender, student status (local vs. international), and family financial hardship were significant socio-demographic correlates of depressive symptoms. Besides, need satisfaction and PYD attributes negatively predicted depression scores. Finally, multiple regression analyses controlling for gender, age, and student status as covariates showed that all PYD attributes moderated the impact of need satisfaction on depression. The findings reinforce the theoretical proposition that PYD attributes serve as important factors in protecting the mental health of university students during the pandemic. [ABSTRACT FROM AUTHOR]

This paper investigates the language ideologies held by a group of international students in an English medium instruction (EMI) university in multilingual Hong Kong. The findings indicate that the participants' beliefs about English extend beyond its role as an instructional medium and encompass its use as a lingua franca and as a means of social inclusion. It is also found that the participants hold complex yet sometimes contradictory ideologies about the kinds of English to be used and/or accepted and about the monolingual and multilingual uses of English in the EMI university context. Taken together, the study suggests that the participants' ideologies with respect to the roles of English and the norms of English use in the EMI university context are much more complex than what language policy from above suggests. The findings also reveal the ideological tensions over the norms of English use in the EMI university context and the closely intertwined relationship between the participants' language ideologies and the maintenance of their interests, especially in relation to access to learning opportunities in the classroom. The study calls for attention to broader issues pertaining to social inclusion/exclusion, linguistic advantage/disadvantage and educational equality/inequality in the multilingual EMI university context. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of a qualitative study which investigated a group of English as a second language (ESL) university students' perceptions of their global identities in intercultural English as a lingua franca (ELF) communication at an international university in Hong Kong. Drawing on data collected via in-depth interviews and elicited journals, the paper found that these students shared a number of similarities in how they perceived and characterized their global identities in ELF contexts on campus. The analysis revealed that the expression of their global identities involved not only identification with the wider global community, but also acceptance of linguistic variation in the global use of English, display of communicative competence to ensure mutual understanding in lingua franca communication, and positive orientations toward hybrid linguistic practices in ELF settings. The findings reported in this paper will contribute to our understanding of the linguistic and cultural dimensions in the expression of global identities among ESL university students in ELF communication. [ABSTRACT FROM AUTHOR]

Until the unexpected and prolonged protests that began in June 2019 arising from the Extradition Bill, Hong Kong was recognized as an international city enjoying prosperity and stability. Since then, various studies have shown that the unrest seriously impaired the physical as well as mental well-being of the general public, and particularly of the younger generation who carried most of the movement. In this paper, we present the case of a patient showing surface physical symptoms to illustrate the need for holistic treatment. With reference to the process of traditional Chinese poetry composition, it is argued that beyond the treatment of each physical or mental health symptom, a holistic intervention approach should be adopted to reconstruct whole person wellness. The paper also calls attention to the important role of general medical practitioners in the context of the recent social unrest especially dealing with the aftermath, and argues that a holistic approach results in longer-lasting results for patients with complex issues. [ABSTRACT FROM AUTHOR]

This paper examines a group of Hong Kong university students' experiences and identities in English as a lingua franca (ELF) communication. As part of a larger research study, this paper analyzes narratives written by eighteen English majors at a Hong Kong university on their experiences of communicating through ELF. The findings show that these students had generally positive experiences and reported achieving mutual understanding through ELF by employing various communicative strategies. The analysis also points to the complexity of the students' identity formation in ELF communication. As a result of their perceptions of the unequal power relations between native and non-native speakers of English, these students were found to perceive themselves in an inferior position when interacting with native speakers of English in ELF communication. Moreover, the students were found to reveal ambivalence in the perceptions of their identities in ELF communication, owing to their struggle over the competing desires of appropriating a native-speaker accent commonly associated with prestige and retaining some traces of their own accent in an attempt to maintain their lingua-cultural identity. [ABSTRACT FROM AUTHOR]

COVID-19 has lasted for almost two years since December 2019. One consequence of COVID-19 is the disruption of formal study of students at different levels, including university students. One question that educators and allied health professionals should answer is whether online teaching and learning impair the learning quality of students as well as their quality of life. At The Hong Kong Polytechnic University, we have offered a subject entitled "Tomorrow's Leaders" since 2012. Under COVID-19, a previous study based on the perceptions of students showed that students generally had positive perceptions of the online mode of the subject. In this paper, we present additional findings based on online teaching in two semesters. In the first semester of 2020/21 academic year, we conducted the subject in an online synchronous mode. In the second term of 2020/21 academic year, we similarly conducted the subject online in a synchronous manner and students were asked to have self-study online as well (i.e., online blended learning). Overall speaking, findings show that students have positive perceptions of both online synchronous lectures as well as the online synchronous lectures with online self-study (i.e., online blended learning). [ABSTRACT FROM AUTHOR]

This paper explores the motivations and aspirations of African students who choose Hong Kong as their destination for university studies. Based on the findings of in-depth interviews with ten African students in Hong Kong, this research postulates that academic reputation and financial incentives are the two main motivations for attending university in Hong Kong. Other factors such as good teaching, research supervision, and treating Hong Kong as a stepping-stone to China also motivate some students. However, this paper identifies a general pattern that indicates most of the African students do not intend to stay behind in Hong Kong after graduation. While internationalization is a major strategic development of Hong Kong universities, there remain an insignificant number of African students on Hong Kong campuses. We suggest that recruiting more African university students can enhance the international profile of Hong Kong universities and strengthen academic internationalization at large. [ABSTRACT FROM AUTHOR]

This paper examined how individual group status and happiness influence forgiveness. In Study 1, happiness was treated as a trait difference: highly happy people, compared with very unhappy people, were found to be more willing to forgive murderers. More important, an interaction effect between happiness and group status on forgiveness was found, that is, highly happy people tended to be more forgiving when either ingroup or outgroup members were killed; unhappy people, however, tended to be less forgiving about murder when ingroup rather than outgroup members were killed. In Study 2, happiness was treated as an emotional state difference: happiness, rather than sadness, was found to bring greater forgiveness. Moreover, consistent with the interaction effect displayed in Study 1, happy participants tended to forgive more when ingroup or outgroup members were hurt; sad participants tended to forgive less when ingroup members rather than outgroup members were hurt. Implications for connections between happiness, group membership, and forgiveness are discussed. [ABSTRACT FROM AUTHOR]

Displaying a strong competence in English as a second language (L2) is a major advantage for university graduates in personal development and career advancement. There are limited studies that have explored how the implementation of English-Medium-Instruction (EMI) in non-Anglophone universities can affect students' academic English proficiency. This mixed-method study explores how both the learners' variables (motivation and L2 learning strategies) and the medium-of-instruction policy implemented at secondary and university settings can contribute to students' success in academic English learning at a bilingual university in Hong Kong. The findings of a large-scale questionnaire reveal that the effect of medium-of-instruction in students' secondary school education is not a significant predictor of students' academic English language proficiency at university. The findings suggest that university students who previously attended secondary schools which adopt medium-of-instruction other than English tend not to be disadvantaged in improving their academic English proficiency. Institutional factor (i.e. provision of EMI lectures at university) and learners' variables, including students' L2 strategy use and motivation, are statistically significant predictors of the student's English language proficiency. The implications for higher education policy in Hong Kong and worldwide will be discussed. [ABSTRACT FROM AUTHOR]

Introduction: Previous coronavirus, 2019 (COVID-19) research has applied network analysis to examine relationships between psychopathological symptoms but rarely extended to potential risk and protective factors or the influence of COVID-19 infection history. This study examined complex interrelationships between psychopathological symptoms, COVID-19-related stressors, perceived social support, and COVID-19 infection history among Chinese university/college students during the peak of fifth pandemic wave using a network analysis approach. Methods: A Least Absolute Shrinkage and Selection Operator-regularized partial correlation network using Gaussian graphical model was constructed in 1,395 Chinese university/college students in Hong Kong who completed a survey between 15 March and 3 April, 2022. Depressive, anxiety, and acute/traumatic stress symptoms were measured by Patient Health Questionnaire-9, Generalized Anxiety Disorder-7, and Impact of Event Scale-6, respectively. COVID-19-related stressors and perceived social support were measured. Network differences by COVID-19 infection history (COVID-network vs. no_COVIDnetwork) and network communities were examined. Results: Our results showed that the most influential nodes were depressed mood, uncontrollable worries, and uncontrollable thoughts about COVID-19. The main bridging symptoms were concentration problems and psychomotor problems. The COVID-network, comprising participants with a history of COVID-19 infection only, was significantly stronger than the no_COVIDnetwork. Perceived social support and stress from conflicts with family/friends formed a unique community with negative cognition and suicidal idea in the COVID-network only. Conclusion: Our findings indicate that specific interventions targeting interpersonal conflicts and concentration problems as well as facilitating stress buffering effects of social support may represent effective strategies to reduce psychological distress in university/college students during COVID-19 and should be considered for future pandemic preparedness. [ABSTRACT FROM AUTHOR]

Corruption is a global problem faced by every country and culture around the world. Since overt corrupt behaviour does not develop in a person overnight, it is therefore important to identify the more proximal and benign forms of corruption. In this research, taking advantage of the cultural and corruption perception index differences between Indonesia and Hong Kong, we conducted a qualitative study on the phenomenon of gratification, the act of giving a public officer monetary or physical rewards for a service they provide, even though the service is within their job description. The research subjects were drawn from Hong Kong and Indonesian college students or fresh graduates. During the interview, we found striking differences between Hong Kong and Indonesian respondents in terms of the experience of being asked for a reward, the perception and urge to give a reward, and the tendency to accept a reward during a public service transaction. Indonesian respondents are generally more exposed, familiar, and permissive to gratification than their Hong Kong counterparts. The reasons for this phenomenon were then investigated and a possible correlation of this permissiveness with the country’s corruption perception index was then discussed. It is suggested that corruption eradication must be accompanied by sociocultural and educational intervention toward naïve subjects, thus preventing them from being permissive to gratification, which can act as the proxy for active corruption in the future. [ABSTRACT FROM AUTHOR]

This study aimed to examine university students' perceptions of teacher care overall and in the three constructs of pedagogical care, holistic care and relational care, to consider their inclusion in quality enhancement models. Quantitative research using self-administrated online survey was conducted with undergraduates in Hong Kong, Macau, Republic of Fiji, Taiwan and the United Kingdom. Based on the descriptive and paired-sample t-test analyses, empirical results have shown that university students perceived teacher care as important. They ascribed the highest importance to relational care, followed by pedagogical care and holistic care. This research advocates recognising the importance of teacher care in university education and integrating it into higher education pedagogy. This article proposes a caring quality mechanism for enhancing teaching quality, to address the inadequacy of the audit-focused quality system. [ABSTRACT FROM AUTHOR]

College transfer students are those who follow a different trajectory in their higher education journeys than traditional students, completing a sub-degree before pursuing a bachelor's degree at a university. While the possibility of transferring makes higher education accessible to these students, previous studies have found that they face various challenges, from issues with course load to language challenges. This study aims to examine (1) the critical factors contributing to the success of transfer students in a language course; and (2) how transfer students perform better or worse than those who enter university directly. This study conducted learning analytics with 700 college transfer students in Hong Kong, retrieving their demographic and learning data from the learning management system and the university academic registry. The results suggest that English exam scores, current semester GPA, graduating GPA at community college and current course load are important predictors of transfer students' success in language courses. This study also finds that transfer students have lower levels of language proficiency than direct entrants. It concludes with specific recommendations to make higher education more accessible to transfer students and suggestions on how to use learning analytics to track students with different trajectories. [ABSTRACT FROM AUTHOR]

We examined the association between normative beliefs about aggression toward police (NBAGG→P) and participation in social protests during 2019–2020 and use of aggression among 1,025 Hong Kong university students. We also investigated the role of ecological risks (i.e., distrust in institutions, exposure to community violence, poor family monitoring, poor university discipline and affiliation with delinquent peers) and future orientation in NBAGG→P. The results showed that NBAGG→P was related to more participation in social protests and use of aggression. Ecological risks (except for poor family monitoring) and a positive future orientation were related to more and less NBAGG→P, respectively. Moreover, the "distrust in institutions and NBAGG→P" link was stronger for students with more, rather than less, positive future orientation. [ABSTRACT FROM AUTHOR]

This study examined the mediating role of civic skill-acts and direct associations of group identity on intentions to engage in peaceful or radical protest actions (i.e., activism or radicalism intentions respectively). A sample of 526 university students in Hong Kong was surveyed. The findings suggested that political identity complementarily mediated the relationship between joining political activities and radicalism intentions. Religious identity and ethnic/racial identity each have an indirect-only mediation to activism as well as radicalism intentions when mediated by community activities and responding activities respectively. Finally, political identity and economic identity each have direct-only mediations to activism intentions respectively. These results suggest that although group identity and civic skill-acts uniquely contribute to protest intentions, the inter-relationship is complicated by the type of group identity, civic skill-act, and protest activity studied. Recommendations for future studies are discussed in light of the findings. [ABSTRACT FROM AUTHOR]

Undergraduate research (UR) is regarded as an impactful instructional practice, but implementing it in the curriculum is challenging. Faculty members' approaches to the design of UR are under-explored due to the scarcity of studies that situate practices in both the curricular contexts and the concept of the research-teaching nexus. This multiple-case study investigated faculty members' approaches to UR in four curricula in two research-intensive universities in Hong Kong. Document review and semi-structured interviews revealed five approaches to UR: project-based, process-based, lab-based, scenario-based, and research community-based approaches. Particularly, the scenario-based and research community-based approaches complemented the current typologies. Another contribution of this study is the identification of nuanced differences in the adoption of the approaches. Faculty members perceiving reciprocal research-teaching nexus at both departmental and personal levels, and viewing UR holistically, tended to connect students with their own research experiences. In contrast, those who only acknowledged the research-teaching nexus at a departmental level were unlikely to create such a connection. Meanwhile, concerns over curricular coherence and ethics were also discussed. The implications include creating a more transparent process of curriculum design and facilitating students' understanding of their contributions to the research community. It would also be useful to engage faculty members more fully in curriculum planning to enhance the coherence of students' research experiences. [ABSTRACT FROM AUTHOR]

Emotional intelligence (EI) is foundational to students' success in the university. However, past studies on EI in the higher education context have mostly focused on how EI is related to academic achievement neglecting student engagement and other learning-related outcomes (e.g., generic outcomes). In this study, we examined whether and how individual differences in EI influence students' learning, engagement, and achievement during their first year at university. An explanatory sequential mixed-methods design was used to garner both quantitative and qualitative insights. We recruited and followed up with 560 first-year students in Hong Kong. The quantitative findings revealed a strong EI gradient with more emotionally intelligent students having higher levels of learning, engagement, and achievement. Qualitative findings corroborated the quantitative results and further showed that emotionally intelligent students are goal-directed, assertive, and self-regulated. Taken together, this study sheds light on the importance of EI for the optimal functioning of first year university students. Theoretical and practical implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Moral education is not a new concept in universities; however, university students' firsthand learning experience and valuation of moral education have not been fully explored. As part of a teaching and learning study conducted in two undergraduate classes in a Hong Kong university, this study explores the university students' perceptions of learning moral education. Data were mainly collected through student interviews and their reflective journals. Most students supported the learning of moral education. They asserted that moral education has a lifelong nature; thus, they should learn it in universities. The study reveals that moral education can facilitate the university students' personal and social betterments, showing the intrinsic and instrumental values of moral education. This small-scale case supplements the literature on the understanding of the development of moral education in higher education. This study also reflects the necessity to rethink the moral aim and the moral education curriculum of higher education. [ABSTRACT FROM AUTHOR]

The Chinese central government has been running an intensive exchange program called the Mainland China--Hong Kong Ten Thousand Student Exchange Program since 2012 to support local Hong Kong university students' visits to mainland China, with the aim of promoting exchange and regional cooperation between Hong Kong and mainland China. However, little is known about local Hong Kong university students' views on regional cooperation and whether the program is effective in changing their views. Using a randomized experimental design, we find that most students hold positive views on regional cooperation between Hong Kong and mainland China, but a considerable percentage of students oppose integration with mainland China. We also find that the program is effective in positively changing students' views on certain aspects of regional cooperation related to the free trade zones and the Hong Kong--Zhuhai--Macau Bridge, but is not significantly effective on other aspects of regional cooperation. This study provides the first causal quantitative evidence regarding the impact of the mainland China--Hong Kong exchange program on local university students' views regarding regional cooperation. The findings help inform the public about the prospect of regional cooperation and offer policy implications on youth exchange between mainland China and Hong Kong. [ABSTRACT FROM AUTHOR]

Aim: Student engagement is an important factor to the success of higher education. This study aimed to develop a Generic Student Engagement Scale (GSES) for face‐to‐face and online learning. Design: This was a cross‐sectional psychometric study. Methods: We tested the psychometric properties of GSES in 451 students at the school of nursing and health studies undertaking online and face‐to‐face learning at a local university in Hong Kong between 2016 and 2018. Results: Content validity, face validity and test–retest reliability of GSES were satisfactory. The 29‐item GSES contains five factors "self‐regulated learning," "cognitive strategy use," "experienced emotion," "teacher–student interaction," and "enjoyment of school life" with the good model fit. The GSES is a reliable and valid psychometric instrument to measure student engagement in face‐to‐face and online learning among undergraduates and higher diploma students. Our results implied that student engagement can be assessed in routine or research by using our instrument. [ABSTRACT FROM AUTHOR]

There is growing research interest in experiential avoidance and psychological inflexibility across cultures. The original Multidimensional Experiential Avoidance Questionnaire (MEAQ) has strong construct validity, but its length has greatly restricted its application in research and clinical practice. In this study, we validated a 15-item version of the MEAQ in Hong Kong Chinese using student (n = 349) and clinical (n = 200) samples. This short version showed good internal consistency, convergence, and discriminant validity with measures of avoidance, psychopathology, and well-being. Implications for research and clinical practice were discussed. [ABSTRACT FROM AUTHOR]

This paper presents a study on the approaches to learning that were used in a liberal arts course titled “Music, Society, and Culture” in a general education program in a Hong Kong higher education setting. The study aimed to examine the ways in which liberal arts education can be realized from two perspectives: (i) Chinese university students’ perceptions of their group activities in music and the creative arts and (ii) the possible challenges to realizing creativity and cultural and social awareness in education practices. The findings were based on a simple survey questionnaire administered to elicit information on the students’ backgrounds and the creative music and arts projects they carried out in the classroom. The results of the study suggest that in higher education there is potential value in viewing creativity and social and cultural awareness as issues or themes to be considered in curricula that could have an impact on students. [ABSTRACT FROM AUTHOR]

Introduction: In the scientific literature, although conceptual models and empirical evidence have shown that leadership attributes are intimately linked to the well-being of followers, there is a lack of studies focusing on leadership in the service economy. According to the Service Leadership Theory, service leadership is a process that satisfies the needs of self, others, and systems (teams, organizations, communities, and societies) in ethical ways that is characterized by leadership competence, character, and care. With specific reference to self-leadership emphasized in service leadership, higher levels of service leadership attributes should promote personal well-being. However, the relationships between "service leadership attributes" and "well-being" in leaders at the intrapersonal level in leadership education among Chinese university students are rarely examined. Methods: In this study, we collected data from 198 students to understand the linkages between "service leadership attributes" and "well-being" in university students taking a course on service leadership. For tracking changes in students, we collected both pretest and posttest data on validated measures of "service leadership attributes" (i.e., "knowledge," "attitude," and "behavior") and "well-being" (i.e., "positive youth development attributes" and "life satisfaction"). Results: Results showed that the posttest scores on all three domains of "service leadership attributes" as well as two dimensions of "well-being" encompassing life satisfaction and positive youth development attributes were higher than the respective pretest scores, suggesting that students experienced a shift in a positive direction after taking the course. Cross-lagged analyses showed that pretest service leadership attitude and behavior predicted posttest positive youth development attributes; pretest service leadership behavior predicted posttest life satisfaction. Pretest life satisfaction also predicted posttest service leadership behavior. Discussion: Findings suggest that there is an intimate relationship between "service leadership attributes" and "well-being" in the "pre-work" context among university students. [ABSTRACT FROM AUTHOR]

The procrastination assessment scale for students (PASS) has been used widely in evaluating the patterns of university students' procrastination on academic tasks and their procrastination behavior. The present study validated the psychometric properties of a Chinese version of the PASS (PASS-C) by recruiting two representative independent sample of Hong Kong Chinese university students (S1 used in the EFA study: 506; S2 used in the CFA study: 506). The results confirmed that this modified Chinese version is a valid and appropriate tool to assess university students' procrastination tendencies in Chinese educational settings. [ABSTRACT FROM AUTHOR]

This study explored the influence of parental socialisation, relative to that from crucial dispositions of the offspring and other socialisation agents, on the offspring's intentions to engage in radical protest actions in Hong Kong, a city that has been experiencing periodical socio-political upheavals and generational rifts over politics. A sample of 666 university students, aged eighteen to twenty-five years, from eight universities in Hong Kong completed the survey. Employing hierarchical regression analysis, the results revealed that participation in ritual protests among fathers positively associated with radicalism intentions. With the introduction of a broader group of socialisation agents, however, its effect on the dependent variable became statistically non-significant. Rather, peer influence and media consumption positively associated with radicalism intentions, whilst family discussions about politics negatively associated with such intentions. After including the respondents' political characteristics in the final model, which accounted for the greatest variance in the dependent variable, no variables reflecting influences from the household remained statistically significant. Apart from peer influence and media consumption, the respondents' past histories of activism and radicalism and his/her political sympathies over the self-determination stance positively associated with radicalism intentions. In the light of the findings, implications for future studies and social work practice are discussed. [ABSTRACT FROM AUTHOR]

Social unrest has a significant impact on all citizens but for university students, little is known about how they thrived through this period with certain disconnection to social support while living in residential halls. Therefore, this study focused on the lived experiences of a group of university students and explored how the social unrest had affected them. Focus group interviews were conducted with 20 university students in Hong Kong. Using thematic analysis, the transcriptions were categorized into four themes: disruptions to daily routines, impact on psychological wellbeing, relationships, and coping strategies. It was revealed that reduced social connections during the unrest impacted their coping strategies and relationships, and emotional distress. This sheds implications on policymaking in residential halls and for university counselling services [ABSTRACT FROM AUTHOR]

Although multitasking with laptops and mobile phones has become endemic on university campuses, we still don't have adequate understanding of this phenomenon. There is especially a lack of qualitative studies offering detailed and rich description of how and why students multitask. This exploratory study provides a nuanced understanding of in-class multitasking with smartphones and laptops. The study involves sixteen students from a comprehensive university in Hong Kong in in-depth interviews. The results indicate that the university students mainly multitask with mobile phones on activities unrelated to the ongoing class. Lectures and peer presentation are reported as the activities students felt least engaged with. The study has revealed a new type of multitasking behavior, that is learning-related yet off-task. The multitasking behavior also fluctuates on an array of factors associated with motivation, classroom context, and the presence of technology. [ABSTRACT FROM AUTHOR]

This study examined gambling behavior and correlates of pathological gambling among college and university students in Hong Kong. A survey questionnaire was administered to 510 Chinese students (302 men, 208 women) recruited from twelve tertiary institutions. The standardized questionnaire included questions on socio-demographic background, preferred lifetime and past-year gambling forms, attitudes towards gambling, perceived life satisfaction, social influence, intention to seek help, and a gambling screen to assess problematic gambling. The response rate is 86%. Results indicate the prevalence rate of lifetime and past-year gambling are 79.6% and 41.8% respectively with male domination. Many (60%) started gambling before 18 years. The estimate of lifetime vulnerability to pathological gambling is 14.7%. Pathological gambling is associated with the male gender, Internet gambling, monthly gambling expenditure, gambling attitude, betting on a great variety of games, and life dissatisfaction. Survey results have implications for campus awareness programs and future research. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between values and academic major in university students in Hong Kong. The study used a survey based on a convenience sample of 645 university students in Hong Kong who responded to a questionnaire comprising Schwartz's Values Survey and Super's Work Values Inventory. Comparison between several majors of study and their counterparts reveals that business, as well as humanities and art, students demonstrated general and work values in accordance with the literature. This gains partial support to the claim that there is a close connection between values and choice of academic majors. [ABSTRACT FROM AUTHOR]

This study investigates factors affecting university student-to-student interaction within online learning platforms. A new model was proposed based on the United Theory of Acceptance and Use of Technology (UTAUT). The single-stage cluster-sampling method was employed, and 113 university students in Hong Kong were respondents. It was found that Information Quality, Social Influence, and Facilitating Conditions affect students' intention to interact with each other. A quasi-full mediation model was established of the mechanism from Facilitating Conditions to students' interaction behavior. The direct effect of Facilitating Conditions on students' interaction and the effect of System Quality on the intention of student interaction were not significant. A fast network, computing facilities, and mobile-friendly software are possible candidates of the virtual environment conditions affecting the intention of student-interaction behavior within online learning platforms. [ABSTRACT FROM AUTHOR]

This study examined whether different cognitive correlates are associated with spelling of different target types, such as phonologically consistent and inconsistent syllables, of Korean Hangul among 94 five-year-old first language (L1) Korean children and 41 foreign language (FL) learners who are Hong Kong Chinese college students. Korean children performed tasks of spelling, along with measures of syllable and phoneme coda awareness, phonological and orthographic working memory, morphological awareness, vocabulary, and orthographic knowledge. Among Korean 5-year-old children, coda awareness and orthographic working memory explained unique variance in spelling of phonologically consistent syllables, whereas syllable and coda awareness, orthographic working memory, orthographic knowledge, and vocabulary all explained unique variance in spelling of inconsistent syllables. When Chinese college students were tested on spelling of Korean Hangul as a foreign language, along with a battery of tasks in Korean similar to those administered to the L1 children, only orthographic working memory significantly explained spelling of consistent syllables, whereas only vocabulary knowledge explained spelling of inconsistent syllables. In both groups, spelling accuracy was lower in phonologically inconsistent than in consistent Hangul syllables. These findings suggest that different cognitive demands are involved in early spelling of phonologically consistent and inconsistent syllables in Korean Hangul among L1 and FL learners. [ABSTRACT FROM AUTHOR]

Highlighting the implications of entrepreneurship education, this study examines the effects of entrepreneurship education in predicting the entrepreneurial intention of university students. The study also explores the mediating role of opportunity recognition and the moderating role of entrepreneurial learning in this process. To test our multilevel-moderated mediation model, based on a dataset containing 1,150 university students from 55 universities in the Guangdong-Hong Kong-Macao Greater Bay Area of China, hierarchical linear modeling is utilized to test the research hypotheses. The findings reveal that entrepreneurship education can promote the entrepreneurial intention of students through opportunity recognition. Furthermore, entrepreneurial learning plays a moderating role in the link between entrepreneurship education and opportunity recognition. Implications for the design and delivery of entrepreneurship education are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to explore the severity of premenstrual syndrome (PMS) and to examine associated factors with PMS among East Asian female college students with regard to endocrine-disrupting chemical (EDC). Patients and Methods: This study was a cross-sectional design. An online survey was completed by 520 female college students in Hong Kong and Korea. The structured questionnaire included items measuring knowledge of EDCs, actions taken and willingness to minimize exposure to EDCs, interest in EDCs, prior education on EDCs, life stress, severity of PMS, and general and health-related characteristics. Multiple logistic regressions were performed. Results: The prevalence of severe PMS among the participants was 54.6%. Factors associated with severe PMS included a self-reported heavy menstrual flow, underweight, obesity, interpersonal relationship stress, actions taken to minimize exposure to EDCs, and interest in EDCs. Conclusion: This study provided the evidence of a negative association between severe PMS and the actions taken to minimize exposure to EDCs. To alleviate symptoms of PMS among young female adults, practical interventions, such as education to overcome barriers to preventing exposure to EDCs, are suggested. [ABSTRACT FROM AUTHOR]

This dyadic diary study explored how romantic partners benefit from prosocial spending within their relationships. For each of 21 days, couple members indicated whether they spent money on their partner and, if yes, reported the amount of money spent and the type(s) of purchase involved. Participants also completed daily measures of perceived partner responsiveness, and personal and relational well-being. Actor-partner interdependence model analyses showed that (a) the actor's daily personal and relational well-being were associated with both the actor's and the partner's prosocial spending; (b) the actor's perception of partner's responsiveness mediated the effect of the partner's prosocial spending on the actor's well-being; and (c) experiential purchase (viz., food and other experiences) was associated with both parties' relational well-being, but material purchase (viz., necessities) was not. Additional analyses suggested that (d) individual differences in prosocial concerns (viz., socioeconomic status and communal motivation) were associated with prosocial spending on one's partner. (150 words) [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the subjective experience of non-suicidal self-injury (NSSI) among female Chinese university students in Hong Kong. Interpretative phenomenological analysis was used. Seven female students participated in the study, two engaged in biting and scratching, and three in cutting. The majority of them indicated negative attitudes towards NSSI and saw no particular meaning attached to it. However, they all persisted with their behaviours, which suggested that they were unable to stop. Students found themselves in a paradoxical situation whereby although they saw no real benefit of NSSI, they still engaged in it to cope with distress. Feelings characterised by this distress were about entrapment and issues with academia, intimacy, loneliness, insecurity, negative self-worth, regulating distressing emotions, increasing positive physical sensations, healing oneself, and feeling alive. The experience of hurting themselves persistently for these female students symbolised their struggle with academic or relationship difficulties, self-acceptance, emotional regulation and survival without self-injury. [ABSTRACT FROM AUTHOR]

Most stalking studies are conducted in the West. Limited information is available on victims of stalking from the Asian continent. This study specifically explored the victimization experiences of young male and female adults in Hong Kong. Using a large sample of university students (N = 2,496) aged between 18 and 40 years, the gender distribution of stalking incident characteristics was examined, along with prevalence of various stalking behaviors, and victim–offender relationships by types of stalking behaviors. The differential role of demographic and psychosocial characteristics in stalking victimization experience was also explored. The lifetime prevalence rate of stalking victimization was 8.2%, with a higher estimate in females than males (11.6% vs. 3.8%). The sample analyzed in this study was 196 stalking victims. Although surveillance-oriented behaviors were most frequently reported by both males and females, significant gender differences in types of stalking behaviors were noted. Multivariate analyses indicated that increases in age and levels of self-esteem were correlated with an increased probability of experiencing stalking victimization, while being a male and higher levels of life satisfaction were related to a lower likelihood of falling prey to stalking victimization. This study concludes with a call for anti-stalking legislation in Hong Kong given the devastating nature and consequences of stalking victimization. [ABSTRACT FROM AUTHOR]

The evolution of globalisation and ensuing internationalisation of higher education need radical reform of institutional policies and practices to promote education for diversity, equity and inclusion. Extant literature on university/college student persistence/retention witnesses a lack of research on the subjective sense of belonging on campus among ethnic minoritised students who have been historically marginalised in higher education and are now part of the emerging demographic on campus. This study attempted to fill the gap. Engaging qualitative individual interviews with 12 university students of South/Southeast Asian ethnicity in Hong Kong, the purpose of this study was to examine their perceptions and experiences of institutional affiliations and engagement in university. Findings suggested that being connected to the programme and university, and the depth and quality of intragroup dynamics, are key to a sense of belonging among ethnic minority students. Findings also elucidated a lack of cross‐cultural interaction and racial/ethnic diversity within the university environment, which shaped participants' feelings of isolation and exclusionary experiences as they sought to adjust to the campus academically and socially. The study's findings could help inform the development and evaluation of institutional strategies that can sustain minoritised students in university transitions and promote institutional connectedness and academic success among all students on campus. [ABSTRACT FROM AUTHOR]

The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students' perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students' perceived challenges nor their learning strategies. [ABSTRACT FROM AUTHOR]

There is a need to develop an instrument for undergraduate students to evaluate their holistic competencies. Such an instrument can not only be used as a tool for benchmarking but can also be used to enhance students' awareness of their strengths and weaknesses, and to inform teaching by improving teachers' understanding of their students. This study aims to develop and validate a questionnaire measuring undergraduate students' perceived holistic competencies. A total of 2192 undergraduates from six out of the eight universities in Hong Kong participated in the study. Exploratory factor analysis was conducted on a random, stratified sample, followed by confirmatory factor analysis on the remaining sample. Six scales were obtained from exploratory factor analysis, namely (1) cultural sensitivity and global citizenship, (2) interpersonal and leadership competencies, (3) problem-solving and critical thinking skills, (4) self-understanding and resilience, (5) information literacy and (6) moral values. These six scales were supported by findings from confirmatory factor analysis, and Cronbach's alpha values indicated the scales were reliable. Overall, psychometric properties of the instrument indicated that the instrument is sufficiently reliable and valid for use in educational practice and research. [ABSTRACT FROM AUTHOR]

University students' spiritual wellbeing has been shown to be associated with quality, satisfaction, and joy of life. This study tested the relationship between spiritual wellbeing and symptoms of psychological disorders (i.e., depression, anxiety and stress) among Chinese university students in Hong Kong. Cross-sectional data were collected from N = 500 students (aged 17–24; 279 women). The participants were asked to complete the Spiritual Health and Life-Orientation Measure (SHALOM) to evaluate the status of their spiritual wellbeing in the personal and communal, environmental, and transcendental domains, and the Depression, Anxiety and Stress Scale-21 (DASS-21) to assess their emotional states of depression, anxiety and stress. All domains of spiritual wellbeing were negatively associated with psychological distress. Hierarchical Multiple Regression showed that together the three domains of spirituality explained 79.9%, 71.3% and 85.5% of the variance in students' depression, anxiety and stress respectively. The personal and communal domain of spiritual wellbeing was the strongest predictor of psychological distress. [ABSTRACT FROM AUTHOR]

Most studies of stalking are conducted with samples from individualist cultures. Little is known about the phenomenon within collectivist cultures. The present study is arguably the first stalking study conducted in Hong Kong. Specifically, this study investigates a large sample of Asian college students' (N = 2,496) perceptions of stalking behavior, potential reasons for stalking, and coping strategies that may be employed by stalking victims. Associations between these variables and gender and culture (Hong Kong vs. Mainland China) were also explored. Gender was more strongly associated with perceptions of stalking behavior than was culture. Gender was less strongly associated with perceptions concerning motivations for stalking and the effectiveness of coping strategies that may be employed by stalking victims than was culture. Effect sizes for all associations with culture were small, perhaps due to a high degree of similarity between the two cultures examined. The findings are generally supportive of similar results produced by previous work conducted within individualistic Western cultures, suggesting that stalking and the way that it is perceived may be universal in nature. This study concludes with the argument that legislation against stalking needs to be extended to non-Western countries, such as Hong Kong and Mainland China, as antistalking laws are relatively scarce outside Western industrialized countries. [ABSTRACT FROM AUTHOR]

Secondary school-leaving English examination results are often regarded as indicators of students' competence to study in English-medium universities, which is usually demonstrated through source-based academic writing. In English as a second or foreign language (ESL/EFL) contexts, many English-medium universities require local undergraduates to enrol in an academic writing course, unless they received outstanding English results in secondary school-leaving examinations. This study investigates the relationship between ESL undergraduates' secondary school-leaving English examination results and their academic writing performance through latent profile analysis. Results show that students can be grouped into four classes of academic writing performer (AWP), namely Complex-AWP, High-AWP, Medium-AWP and Low-AWP. Surprisingly, the Complex-AWP group had the highest means in structure, argument and language, but the lowest in citation. Secondary school-leaving English examination results can generally predict students' class membership in language, argumentation and, to some extent, structure, but not citation. An important implication is that students with high English proficiency do not necessarily do well in all aspects of academic writing. This study can inform university senior management on how to set policies about who needs an academic writing course and provide appropriate training in various aspects of academic writing for university students with diverse English proficiency. [ABSTRACT FROM AUTHOR]

Objective: This study examined the severity of mobile phone addiction and its relationship with quality of life (QOL) in Chinese university students. Methods: A total of 2,312 university students from Macao, Hong Kong and mainland China participated in this cross-sectional study. The Mobile Phone Addiction Scale (MPAS), and the World Health Organization Quality of Life-Brief version (WHOQOL-BREF) rating instruments were used to assess the severity of mobile phone addiction and QOL, respectively. Results: Compared to students in mainland China, those in Macao and Hong Kong were more likely to have excessive mobile phone use. Multiple linear regression revealed that high academic pressure and poor academic performance were positively associated, while male gender, greater interest in academic major and long sleep duration were negatively associated with the severity of mobile phone addiction. Students addicted to mobile phone use had significantly lower scores across all QOL domains. Conclusion: Due to the adverse impact of excessive mobile phone use on QOL, public education and effective preventive measures should be developed for Chinese university students. [ABSTRACT FROM AUTHOR]

Objectives: Examine masculinity as a predictor of engagement in health behaviour, and explore the mediating effect of age and social support on the relationship between conformity to masculine norms and health behaviour among a sample of Hong Kong Chinese, mainland Chinese, Caucasian, and South Asian men living in Hong Kong. Methods: A cross-cultural community sample of 495 men aged 18–81 years (Mage = 39.87 years) were recruited to the study. Participants completed self-report measures of conformity to masculine norms (CMNI), social support (MSPSS), and health behaviour (HBI). Results: Conformity to masculine norms was predictive of engagement with health behaviour, meanwhile age and social support mediated the relationship between conformity and health behaviour. Conformity was stronger among younger men, while higher levels of social support were predictive of poorer engagement in health behaviour for men in the present study. Findings from the multiple mediation revealed that social support better accounted for poorer engagement in health behaviour when compared to age. Conclusions: While much of the literature has focused on the toxic impact of masculinity on men's health, the present findings demonstrate that conformity to masculine norms does not necessarily equate with health risk behaviour. The association between lower levels of social support and health behaviour were interesting and demonstrate men's autonomy in health matters; this contradicts previous findings emphasising the importance of social support in influencing men's positive health behaviour. Findings are discussed in terms of their implications for and applications to men's health and health promotion. [ABSTRACT FROM AUTHOR]

Background: Waterpipe smoking has gained global popularity in recent years, especially among young people. However, there is a lack of empirical investigation into waterpipe smoking in East Asia. This study aimed to investigate the demographical and psycho-social characteristics and patterns of waterpipe smoking (WPS) among university students in Hong Kong.Methods: A cross-sectional survey was conducted via online questionnaires administered to 1288 Hong Kong university students (mean age: 22.4 [SD = 3.8]). Logistic regressions were used to compute adjusted odd ratios (aOR) for waterpipe ever-smoking in relation to respondents' characteristics. Moreover, multinomial logistic regression yielded adjusted RR (aRR) for four different smoking status (i.e., never, waterpipe-only, cigarette-only, and dual smoking) regarding the characteristics.Results: 23.8% of participants reported having ever smoked a waterpipe (vs. cigarette ever-smoking: 21.1%). Factors including being female (aOR:1.57; 95% CI: 1.22-2.02), older age (≥24 years: 4.17; 1.35-12.93), frequent alcohol consumption (>monthly: 26.02; 10.91-62.09), and higher sensation-seeking behaviours (high level: 2.98;1.46-6.08) were associated with waterpipe ever-smokers. The study also identified that demographical and psycho-social characteristics were variably associated with students' smoking status. Particularly, more frequent alcohol consumption was most significantly associated with waterpipe-only smoking (aRR:45.73; 95% CI:11.44-182.73) (vs. cigarette-only smoking: 3.01; 1.76-5.14).Conclusions: WPS is the most common form of tobacco smoking among university students in Hong Kong, and characteristics unique to the population were identified. There is no legislation of relevant policies on WPS despite its concerning significance in public health among young people, therefore immediate action to monitor and control WPS is needed in Hong Kong. [ABSTRACT FROM AUTHOR]

This article describes the steps we went through in designing and validating an item bank to diagnose linguistic problems in the English academic writing of university students in Hong Kong. Test items adopt traditional item formats (e.g., MCQ, grammatical judgment tasks, and error correction) but are based on authentic language materials extracted from a manually error-tagged corpus of target students' essays. A total of 257 items were developed to assess 25 high-frequency and grave linguistic errors. To validate test items and calibrate their psychometric qualities, four parallel tests were assembled and given to 338 students. Rasch modeling was conducted to examine item dimensionality, DIF sizes, fit indices, reliability, and difficulty. The results supported the validity and reliability of the remaining 219 items in the bank. Moreover, we investigated the effects of item formats and target errors on item difficulty and item-measure correlations and the relations amongst error difficulty error frequency and prevalence. The item bank approach to developing diagnostic tests was found useful insofar as it provided more precise information about knowledge gaps than the corpus-based textual analysis and had the potential to pinpoint high priority areas for remedial instruction. [ABSTRACT FROM AUTHOR]