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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 6 lutego 2022

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1

Li, Mei, i 李梅. "Cross-border higher education of mainland Chinese students: Hong Kong and Macao in a globalizing market". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35762561.

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2

Chang, Sheue Mei. "Counseling Service Needs of Chinese College Students: Student, Faculty, and Student Affairs Staff Perceptions". Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330642/.

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This study was designed to explore the different perceptions of college students' counseling service needs as well as the perceptions of counseling services by the student, faculty, and student affairs staff groups and subgroups of each group. The research approach of this investigation was a case study of one national university in the Republic of China. This study tested seven hypotheses and the major findings are as follows: there were significant differences among students, faculty, and student affairs staff members' perceptions of counseling services in terms of importance and success. Although all three groups agreed that the achievement of the counseling goals were important, the students showed a significantly stronger expectation than did faculty members. Findings related to the success of counseling services in the institution indicated that student affairs staff members showed higher mean scores than did the faculty and students. All three groups perceived a significant discrepancy between the importance of counseling services and the success of counseling services. Moreover, all subgroups of students, as divided by demographic variables, perceived a significant discrepancy between the importance and success of counseling services. All subgroups of faculty and student affairs staff members, except the members of military instructors and members with a mainland China educational background, perceived significant differences between the importance and success of counseling services. The sex, age, class level, academic major, and grade point average of students indicated significant differences either in the importance or the success of counseling services. Likewise, the status, educational background, and degrees earned of faculty and student affairs staff members also showed significant differences in the perceptions of either the importance or the success of counseling services. The study suggested that program planners should be aware of demographic variables when planning counseling programs. Further definitive research is recommended in order to investigate the college student counseling service needs.

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3

Peng, Qijie, i Man Yan. "The Research on Entrepreneurship of College-students in China". Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45267.

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In recent years, Chinese college students face the severe employment situation. In order to promote social economic development and reduce employment pressure, one way to mitigate this problem is to encourage college students to start their own businesses, which not only solve own employment problem but also create more job opportunities for society. However, present situation shows us an unfavorable development within entrepreneurship of college student in China, the entrepreneurial rate and success rate are very low. Thus the purpose of this thesis is to analyze the determining factors that influence entrepreneurial rate and success rate based on new venture creation framework from macro-environment and individual attributes. The low entrepreneurship rate and success rate of Chinese College students were influenced by different factors: the shortage of entrepreneurial policy, unsatisfactory financial and non-financial assistance, the shortage of entrepreneurial education and the unbalance between Chinese college students’ entrepreneurial ability and entrepreneurial demand. Although Chinese government has offered a series of assistance programs to encourage college students to create their own businesses, various barriers have negatively affected the implementing process, further lead to unsatisfactory outcome. Similarly, entrepreneurship education still in its initial stage, which is not the main required course so that students cannot obtain comprehensive and systematic entrepreneurial knowledge, and lack of practical entrepreneurial activities as well. In addition, Chinese college students’ lack of required entrepreneurial ability is also caused by the traditional education system, shortage of social experience and individual character question and so on. Based on above factors, in the last chapter of thesis, we provided a series of suggestions from four angles: government policy, financial and non-financial assistance, entrepreneurship education and college students’ capability.

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4

Cheung, Wing-shan, i 張穎珊. "Death orientations among Chinese undergraduates in Hong Kong and Beijing". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3371101X.

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5

Chen, Yinghui. "Educational success of low-income and first generation college students in private colleges of China". Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3626.

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In China, low-income and first generation college students in private institutions are faced with adversities which undermine their educational outcome. Since the previous researches are mainly deficit-focused, the researcher conducted an investigation which put emphasis on the students’ successful educational outcome in order to round out the knowledge of this problem. The researcher employed a qualitative multiple case study to explore how three students accomplished educational resilience despite their hardships. The researcher findings suggested that: 1) Internal locus of control, career and academic planning, financial aids, job-related experience, and rational occupational aspiration contribute to students’ educational success; 2) The primary risks that the low-income and first-generation college students undergo in private college are lack of social connection, psychological maladjustment and financial hardships; 3) The protective factors offset the risk and produce educational success; 4) The protective factors contribute to educational resilience by interacting one another. The findings have implications for national policy makers, college administrators and teachers. Future studies are suggested to include students of public institutions and explore the interaction between internal and external protective factors by conducting quantitative design.

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6

Chan, Yew-hung Roy, i 陳佑雄. "The effects of student involvement and college environment onstudents' learning and living experience at world-class university: a comparative case study of the Universityof Hong Kong (HKU) and Shanghai Jiao Tong University (SJTU)". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365270.

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This comparative research examined the effects of student involvement and college environment on students’ learning and living experience delivered by two aspiring world-class universities in Hong Kong and Shanghai. Few studies have shown how the levels of student involvement and college environment can benefit students at world-class institution. Earlier research done by Pascarella (1985) suggested that college environment impact students’ learning and living experience. Research in the field has also shown that through adequate campus facilities and campus resources, college student interaction and involvement can be promoted. Adapting a quantitative research approach, this comparative case-study utilizes the “Student Involvement Survey” from Ohio State University(OSU) and the “Student Satisfaction Study” from Birmingham City University(BCU) to examine students’ learning and living experience at aspiring world-class institutions. The study was conducted at two major research institutions from the Universitas 21 network: The University of Hong Kong (HKU) and Shanghai Jiao Tong University(SJTU). The finding indicated that: a) student involvement (academic and social) affect students’ learning and living experience, b) college environment (academic, campus, and interpersonal) affect students’ learning and living experience, and c) students’ learning and living experience impact the making of world-class universities in China. The study extends from earlier research on student involvement and college environment from the U.S. and the U.K. into China’s modern higher education. The results of this research suggest that student involvement and college environment plays a salient effect on Chinese students’ learning and living experience and its overall developmental plan for world-class universities in China. In the end, the researcher provides senior administrators, policy makers and student affairs practitioners a few recommendations to further create an educationally powerful environment and experience for all students at aspiring world-class institution in China.
published_or_final_version
Education
Master
Master of Education

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7

Ji, Kai. "Cultural Influence of Eating Disorders: A Study of College Students in China". Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1219175777.

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8

Xie, Ailei, i 谢爱磊. "Guanxi exclusion in rural China: parental involvement and students' college access". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329915.

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This study examines the differential patterns of access to higher education of students from rural areas in transition from a planned to a market economy. In respect to college access, the research argues that market reforms have reproduced the advantages for students from the cadre’s and the professional’s families while simultaneously creating new opportunities for the children of the new arising economic elite. Yet, it has performed less for traditional peasant families whose children still fail to gain access to college in proportions higher than the size of the population. Based on the literature, this research places a special emphasis on how economic and cultural resources become the main influence on rural students? college access. The process dimension -- how families from different social backgrounds within rural society involve themselves in the schooling of their children and how this contributes to inequality of college access within rural society, are investigated. This research unpacks this process by examining the school involvement experiences of parents in Zong, a county located in the province of Anhui. Parental involvement is conceptualized in terms of how economic and cultural resources are converted to social capital as part of family strategies within the increasingly stratified social context of rural China. The research identifies the consequences of activating different types of social networks within family and community, and also between family and school to facilitate this process by gaining advantages in access to college. Household interviews and field notes were used as the main methods of data collection with a range of parents and teachers involved in this ethnographic study. The data analysis suggests that state, schools and teachers provide few formal and routine channels for rural parents to become involved in schooling. This raises the importance of family strategic initiatives to employ interpersonal social networks (guanxi) within family, community and between school and family. Parents from cadres and professional backgrounds are capable of maintaining these social networks that are useful for their children’s chances of entering higher education. Their counterparts from the new economic elites? backgrounds have developed the means to capitalize upon their families economic and cultural resources by converting them into social capital that creates advantages in college access for their children. Peasants, however, rely heavily on teachers and relatives in education and are substantially marginalized from those important interpersonal social networks of capital conversion. Although this research found the structure constrains interpersonal social network of peasant families, it also highlights the agency of parents from different families. For example, in some cases it found, that peasants actively use their kinships to create chances for school involvement to potentially improve the chances of their children’s college access. This research is one of the first empirical studies to inquire about the mechanism of capital conversion in affecting higher education opportunities in the post-socialist era, which will help to re-evaluate the influence of market reforms over rural education system in China.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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9

Xue, QiaoQiao. "Consulting students on the national college entrance examination (NCCE) in China". Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534591.

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10

Lau, Wing Kam Raymond. "The socio-political impact of economic reforms and the nature of the 1989 mass movement in Beijing /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18696697.

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11

Yang, Yang. "Higher education and the transformation of cultural capital : rural students in an elite Chinese university". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607974.

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12

張偉傑 i Wai-kit Cheung. "Sport participation motives of Hong Kong students and exchange university students from the United States". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31257161.

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13

張民選 i Minxuan Zhang. "Concepts of equity and policies for university student financial support: Chinese reforms in an internationalcontext". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242674.

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14

Gu, Yongqi. "Vocabulary learning strategies and English language outcomes : a study of non-English majors at tertiary level in China /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18736919.

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15

Sun, Xiaocheih. "Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.

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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.

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16

Liu, Qiaochu, i Xuan He. "Using mobile apps to facilitate English learning for college students in China". Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-8689.

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With the popularization of mobile technology and the explosion of apps, Chinese college students can use mobile apps to improve their English ability. While there is considerable enthusiasm for using apps to support learning with their multimedia capabilities, portability, connectivity, and flexibility, there is a paucity of research evidence about whether such approach can facilitate English learning for college students and what students’ attitudes are towards the new approach. Besides, there is a lack of research about which apps are good and suitable for them in specific aspects of English studies, such as spoken English, reading comprehension, listening or writing.In order to figure out them, the semi-interview survey and experiment are used in our study. The interviewees were 5 college students studying at USST or SDTU, China. They talked about their attitudes towards using apps to study on their own. In the experiment, the subjects were 15 exchange students, now studying at the University of Borås. The experiment examined the effect that college students use mobile devices to learn English by themselves.The finding suggests that the new learning approach is effective and helpful for college students to improve English by using their mobile devices, as well as undergraduates are willing to use apps to learn English with self-regulated learning approach instead of traditional learning approach. Some apps well suited for college students are presented. Based on the findings, we provide useful instructional strategies for college students to learn English by themselves in the end.

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17

Lin, Yi. "A qualitatively grounded curriculum for Western international student orientation to Chinese higher education /". View online, 2008. http://repository.eiu.edu/theses/docs/32211131425342.pdf.

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18

Bai, Yu, i 白羽. "The relationships between character strengths and well-being status ofcollege students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45815562.

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19

Shen, Jun, i 沈君. "Loneliness among college students: the interactive effects of social network and attributional style". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35302628.

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20

Ji, Mingxia, i 嵇明霞. "A study on the impact of forgiveness intervention on mainland Chinese college students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858567.

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With the increasing use of forgiveness interventions as therapy and educational programmes, a lot of studies have been conducted to investigate the effectiveness of the interventions. However, most of the existing intervention studies do not consider the cultural elements in forgiveness. The current study aimed to fill this gap by conducting research on forgiveness interventions in Chinese cultural context. The researcher devised a forgiveness programme by integrating the programme based on Enright-Process-Model with another programme based on Chinese cultural values. To examine the effects of the forgiveness programme on the participants’ forgiveness attitudes and other psychological variables, a 3-phase study design combining quantitative and qualitative approaches was adopted. In Phase I, the reliabilities and validities of the instruments (i.e., Decisional Forgiveness Scale, Emotional Forgiveness Scale, and Batson’s Empathy Adjectives) were examined with the sample of 194 college students (114 males and 80 females) in Nanjing. The instruments were used in the intervention studies (Phase II and Phase III). In Phase II study, two 4-session forgiveness programmes which were based on the Enright psycho-social process model and the Chinese cultural values respectively were conducted for 24 college students in Zhuhai. Based on both the quantitative and qualitative findings of the two brief programmes, a 10-session forgiveness programme integrating Chinese cultural values and the Enright Process Model was devised and implemented among 28 college students in Zhuhai (16 in experimental group and 12 in control group; 2 males and 26 females) in Phase III, the main study. The findings disclosed that gains in forgiveness attitudes in the experimental group were significantly higher than those in the control group. The improvement in the experimental group was maintained at the follow-up test after 3-month. Gains of state-anxiety in the experimental group, meanwhile, were marginally higher than those of the control group, while gains of empathy and self-esteem had no significant differences between groups. The qualitative findings further revealed the participants’ understandings of forgiveness and the strategies that influence forgiveness. The strategies facilitating forgiveness included engaging in perspective taking, taking self-responsibility, cultivating empathy, having positive thinking, and stopping rumination. In contrast, repeated offences, severe hurt experience from the offence, no apology from the offenders, and no continued relationship are perceived as factors that hinder the participants’ forgiveness. In addition, Chinese values of harmony and face were found to be pertinent factors influencing participants’ decision to forgive. The implications of the findings are discussed. Theoretically, the integration of the Enright Forgiveness Process Model and Chinese cultural values was effective in promoting forgiveness attitudes and psychological well-being with Chinese participants in the collectivist cultural setting. Practically, elements such as reconciliation need to be included in the forgiveness interventions with Chinese participants. Chinese educators are suggested to use the experiential psycho-social approach rather than the indoctrinatory approach to cultivate the value and strategies of forgiveness. The limitations of the study and suggestions for future research are also presented.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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21

Huang, Yuan-Yi Wanda, i 黃婉儀. "Perceptions, attitudes, and decisions of community college students inHong Kong: does socioeconomic backgroundmatter?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27668538.

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22

Yu, Xun. "I observe media, I learn a mediated culture a framing study of media's influence on American and Chinese collage [sic] students' perception of each other /". Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1798967461&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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23

Rosling, Lesley Elizabeth Annette. "A study to explore the factors influencing a female students ability to adopt safe sexual practice at a university in Southern China". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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There are estimated to be 840,000 people living with HIV in China (1) of whom 65% are estimated to be in the 16-29 year age group. Since the end of the Cultural Revolution and the opening of China to Western influence, traditional cultural norms have rapidly eroded and China is described as being in the middle of a sexual revolution (2). People are increasingly engaging in behaviours exposing them to the risk of contracting HIV which is spreading from the traditionally high risk populations to the general population via the heterosexual route (3). Comprehensive prevention strategies are necessary to prevent further spread (4). There is evidence that the observed increase in sexual activity is not accompanied by adequate knowledge of HIV transmission. 79% of 18-25 year olds know that HIV/AIDS can be transmitted by sexual intercourse, but a mere 30% know that correct and consistent condom use can protect against HIV transmission (5).

This exploratory study investigated the factors that influence safe sexual practices amongst female Chinese university students, enabling or preventing them from taking responsibility for their reproductive health. The literature search revealed this to be a largely unexplored area. The study was undertaken amongst third year male and female students, recruited from the Department of Comparative Literature and Media Studies at the Zhongshan University in Guangzhou, China. Data was predominantly collected using two male and two female focus group discussions. Three key informant interviews supported and contextualised the findings. The study revealed that the factors influencing female students&rsquo
ability to adopt safe sexual practices are complex. The recognised shortcomings of sex education in China (6) are compounded by the taboo of sex and the pressure placed on students for the achievement of good grades.

The university environment exerts a powerful influence. The ease with which mutually beneficial same sex friendships develop in the dormitory can be contrasted with the difficulties faced by couples attempting to conduct relationships. The restrictive university environment has the effect of driving relationships underground. Gender roles are deeply entrenched. The need to conform to the ideal pure, naï
ve, and non-inquiring female stereotype affects a female student&rsquo
s ability to source sexual health information, negotiate safe sex, and to adopt safe sexual practices. Two distinct male stereotypes emerged: the traditional more gender equal male, and the liberal male who believes in an earlier age of sexual initiation and condones multiple sexual partners. All students are aware of HIV but have misconceptions about the specifics of HIV transmission, believing that HIV can be transmitted by kissing, from unclean baths and from doctors. Some students were of the belief that poor personal hygiene is an indicator of possible HIV positive status. Students were confused by condom quality issues. As they had received no formal condom training students relied on reading the package instructions or working it out for themselves.
This small exploratory study resulted in the production of rich and surprising findings. These are incorporated into recommendations for future research and a comprehensive sex education programme at the university. Abstinence and mutual monogamy should be emphasised. Gender stereotypes that influence behaviour and choice of sex education materials should be acknowledged. Negotiation skills training should be incorporated together with condom and contraceptive advice. A sexual health page on the student website and a training programme for students to become peer-to-peer sex educators should be introduced.

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24

Lin, Sumi, i 林舒蜜. "A linguistic analysis of the Chinese expressions invented on the internet: college students language attitudestowards such expressions in Beijing, Hong Kong and Taiwan". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36896834.

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25

Tso, Hoi-yan, i 曹海欣. "The stress and mental health of community college student". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45014577.

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26

Li, Xueyan, i 李雪燕. "Chinese University students' motivation and engagement: their antecedents and outcomes". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50162743.

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As one of the most influential constructs in educational psychology, academic motivation represents individuals’ drives and energies to learn; as an emerging construct attracting increasing interest, engagement manifests individuals’ drives and energies, such as the use of self-regulation strategies. However, little existing research simultaneously considers these two groups of constructs within one framework, or takes their antecedents and outcomes into account, especially in regards to Chinese university students. The present study attempts to systematically study motivation and engagement on the basis of social-cognitive motivation theory and achievement orientation theory as a means of unifying substantive and empirical claims. To accomplish these purposes, two studies, each with two parts, have been conducted with Chinese university students as participants. In Study One, Part One explores the factor structure of several instruments – including the Motivation and Engagement Scales-University/College (MES-UC), the Goal Orientation and Learning Strategies Survey (GOALS-S), the Scale of Institution Integration (SII) and the Academic Satisfaction Questionnaire (ASQ) – in half the sample (426 cases). Cross-validation with the other half of the sample is then undertaken (423 cases). Part Two investigates a process model, which includes student multiple motivational beliefs, engagement and educational outcomes through path analysis. The results suggest that students’ work avoidance goal predicts their academic dissatisfaction directly and indirectly via maladaptive engagement; their social concern goal indirectly predicts intellectual development via adaptive engagement; their social approval goal directly influences achievement; and student engagement mediates the impacts of other motivational beliefs on their academic dissatisfaction, intellectual development and achievement. Furthermore, social concern, social approval, social status goals and work avoidance goals are significantly related to motivation and engagement. 　　In Study Two, Part One cross-validates the MES-UC instrument in a new independent sample (836 cases) of Chinese university students. Other instruments including the Motivated Strategies for Learning Questionnaire (MSLQ) and the Patterns of Adaptive Learning Survey (PALS) are also validated. Part Two investigates a process model, which includes classroom goal structure, motivational beliefs, engagement and achievement through path analysis. The results find that the classroom mastery goal structure predicts adaptive and maladaptive engagement via adaptive motivation, and the classroom performance-avoidance goal structure affects maladaptive engagement via personal performance-approach goal orientation and maladaptive motivation In summary, by considering the classroom goal structure as a contextual antecedent and a variety of motivational beliefs as individual antecedents, as well as achievement-related constructs as outcomes, the thesis finds the mediation effect of motivational beliefs between classroom goal structure and student engagement, as well as the mediation effect of engagement between motivational beliefs and achievement-related outcomes. The thesis also summarizes the main contributions, and implications, noting the limitations and pointing out some directions for future research in the field of student motivation and engagement.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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27

Chen, Chin Kuei. "A Study of the Perceptions of the Role of Deans of Students at Selected Universities in the Republic of China". Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331023/.

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This study was designed to explore the perceptions of the leadership behavior of deans of students at 15 universities in the Republic of China (ROC). The study groups included the deans of students, student affairs staff members, and student leaders within the 15 universities. The Leader Behavior Description Questionnaire (LBDQ) was employed to assess the leadership behavior of the deans of students in the dimensions of initiating structure and consideration. The population included 10 current deans of students and 8 former deans of students, 173 student affairs staff members, and 224 student leaders. In addition, six current deans of students and one officer of the Ministry of Education were interviewed by the researcher. The conclusions are as follows. 1. Current and former deans of students had the same perceptions and expectations of the leadership behavior in the initiating structure and consideration dimensions. 2. Effective leadership behavior of deans of students was associated with high scores on initiating structure and consideration. 3. Deans of students employed different leadership behaviors to lead the student affairs staff members and student leaders. 4. The leadership behavior of the deans of students was inclined toward high initiating structure and low consideration. 5. Deans of students and student affairs staff members had differing perceptions of leadership behavior on real consideration. 6. Deans of students and the student leaders had differing perceptions of leadership behavior on real initiating structure. This study suggested that a dean of students may want to employ a plan of self-study, or participate in leadership training programs, workshops, and conferences related to student affairs to improve leadership behavior effectively. Further research to examine the perceptions of the leadership behavior of deans of students is recommended.

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28

Chan, Yuen-chin Mandy, i 陳婉千. "Rethinking information literacy: a study of Hong Kong students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2684056X.

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29

Luo, Wenshu, i 駱文淑. "The self-complexity of Chinese college students: conceptualization, measurement and adaptational consequences". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40888058.

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30

Tong, Ka-man, i 唐嘉汶. "Ordinary hopes, extraordinary lives : an ethnographic study of community college students in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197092.

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Studies on education evolve closely along the debates of social reproduction and students’ actual responses in the process of schooling. Structural influences of class, gender, race or ethnicity are often highlighted and resulted in more or less coherent and consistent student subcultures and typologies. The aim of this study is to capture and explain the neglected complexities and dynamics of schooling by studying a group of ordinary students in a community college in Hong Kong. Ordinary students are under-studied because of their assumed normality and uninteresting experience. By stepping into their world of everyday schooling using an ethnographic approach, it is found that their hopes in life are ordinary but their lives extraordinary with selectivity, inconsistency and transiency as the defining features. Such features result from the everyday interplay of school routines, connections with people, ethics of conduct, as well as visions in life of these students. These interactions shape a certain narrative of life over time and are deployed as cultural tools in particular situations of schooling. The deployment of cultural tools by ordinary students allows an understanding of culture in action although it is fragmented and incoherent, and the lives of them as a whole are characterised by drifting across states of being, rather than formation of any coherent, linear or cumulative narrative. The study contributes to existing scholarship by offering new empirical observations on how thirty two community college students went through and reflected on their schooling experience over a two year span. The study adds to the ongoing theoretical attempt to grasp the complex interaction among structure, institution and agency in social life by capturing the fluid states of drift in ethics and visions among students amidst the highly structured routines of competitive education. Through these we are able to better understand the lives and cultures of ordinary students in a world where to be ordinary is almost like an impossible dream.
published_or_final_version
Sociology
Doctoral
Doctor of Philosophy

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31

Gu, Xiaoting. "The influence of social media on chinese college students' social activism". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/839.

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Guided by Uses and Gratifications Theory, this study investigated the relationship between Chinese college students' use of social media and their social activism. Data collected from a goup-administered survey of 309 undergraduate students at a large university in eastern China was used to answer four research questions. The results indicated that Chinese college students who used social media for information seeking were likely to participate in individual social activism. Besides, students who used social media for self-status seeking and information seeking were likely to participate in collective social activism. No significant correlation between entertainment motivation and social activism were found. Neither can socializing motivation predict Chinese college students' social activism. In addition, gender had an impact on individual social activism and frequency of social media use could affect both individual and collective social activism.

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32

Fairbrother, Gregory P., i 方睿明. "Political socialization and critical thinking: their influence of Hong Kong and Mainland Chineseuniversity students' attitudes toward the nation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29697670.

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The Best PhD Thesis in the Faculties of Architecture, Arts, Business & Economics, Education, Law and Social Sciences (University of Hong Kong), Li Ka Shing Prize, 2001-2003.
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abstract
toc
Curriculum and Educational Studies
Doctoral
Doctor of Philosophy

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33

Lam, Pak-sai, i 林百茜. "Sleep quality versus sleep quantity: relationship between sleep and measures of health, well-being andsleepiness in University students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31971908.

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34

Morris, A. J. 1941. "Student Perceptions of Achievement Resulting From Informal Student-Faculty Relations at Liaoning Normal College of Foreign Language. Liaoyang, People's Republic of China". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278425/.

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Chinese college students' 1993 perceptions of gains in achievement as a result of informal student-faculty relations outside the classroom were investigated at Liaoning Normal College of Foreign Language in Liaoyang, China. This study included assessment of pre-enrollment demographics and analyzed perceived gains due to student-faculty informal contact in the areas of academic achievement, intellectual achievement, and personal development.

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35

Chan, Ching-hai Charles. "Examination anxiety and immunocompetence in Hong Kong tertiary students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29649973.

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36

Wang, Qian, i 汪茜. "A study of the phenomenon of higher ratio of female students in Education Faculty in HKU". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209692.

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This research is aims to explore the phenomenon of the higher ratio of female students in Education Faculty in HKU. First of all, in the introduction part, the researcher will give some data supported by authoritative organization such as UGC to show that education disciplines always welcomed to female students when they are facing higher education major choice. Then, in order to study the higher ratio phenomenon in the Education Faculty in HKU, the research will use qualitative research method to do interviews. There is only one central research question: Why female students’ population proportion in education is so high? There are ten interviewees are invited to give their opinion in five related specific questions. In the finding parts, the interviewees’ idea to every question will analyzed in order to explore the deeper reasons behind this higher ratio phenomenon. By analyzing the records of the interviews, this research gives a description about why girls usually like to go to education disciplines. The researcher also puts forward some further thought about this phenomenon: though this fact might have both positive and negative effects, we should take an objective attitude towards it. To minimize its negative effect, it takes the effort of women themselves, the support from society and the cooperation of the educational circles.
published_or_final_version
Education
Master
Master of Education

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37

Lee, Wing-sze Wincy, i 李穎思. "Characterizing and fostering epistemological beliefs among college students in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45141794.

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38

Chang, Chi-choi Alvin, i 張智才. "Date rape: perception of college students on a University campus". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31978447.

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39

Cheung, Tung-yuen, i 張東源. "University students' knowledge and attitudes toward breastfeeding in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4501162X.

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40

Sit, Chi-wai, i 薛志威. "Hall living of HKU students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31984137.

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41

Yue, Lai, i 余麗. "An internet survey on gambling behaviors of the university students inHong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45011989.

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42

Pun, Yin-kwan Loraine, i 潘彥筠. "External and internal factors predicting decisional and emotional forgiveness among Chinese adolescents and college students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45590394.

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43

Xue, Xiao. "Career Behaviors of Tourism Management Students in China". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1352090573.

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44

石淑零 i Suk-ling Shek. "Nutritional status and dietary habits of university students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31225093.

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45

Lam, Hoi-yan Hester, i 林愷欣. "Student movement and social reform". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29532887.

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46

Wang, Hong, i 王紅. "Help seeking tendency in situation of threat to self-esteem and face-losing". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3124371X.

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47

Au-Yeung, Chi-ying, i 歐陽志英. "The quest for individuality: student's lives in Shanghai, 1919-1937". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B37736978.

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48

He, Shanshan, i 何姗姗. "Women's coerced first sexual intercourse in dating relationships: a stage model for Chinese collegestudents". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44763979.

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49

Yong, Lin, i 雍琳. "Thinking styles, emotion regulation, and their roles in Tibetan college students' acculturation into Han cultural environment". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50434330.

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The increasing inter-cultural communication in China has led to a growing interest in how the ethnic minorities cope with the encountered main stream (Han)culture of China. The present research compared Tibetan and Han college students studying in a Northwest China province, examining how Tibetan college students acculturated into Han cultural environment concerning their thinking styles, emotion regulation, acculturation strategy, academic performance, and psychological well-being. The present research was composed of a pilot study and a main study. The pilot study was conducted among 105 Tibetan and 147 Han college students studying in a teacher-training university in Northwest China. It aimed at validating the measures that were to be used in the main study, exploring the possible effects that culture might have on thinking styles and emotion regulation, as well as tentatively investigating the relationships among the variables of interest. The main study involved 483 Tibetan students from two nationality universities and 265 Han students from a teacher-training university who responded to the same set of questionnaires validated in the pilot study twice, with an interval of seven months. The quantitative procedure was followed by a qualitative one in which five teachers (one Han and four Tibetans) and eight students (Tibetans who participated in the questionnaire surveys) in the three sampled universities were interviewed. Both the quantitative and qualitative data were analyzed to answer three research questions:1) How and why do the Tibetan students’ thinking styles and emotion regulation change as they study in Han cultural environment? 2) What are the relationships among Tibetan college students’ thinking styles, emotion regulation, and their acculturation strategy? And 3) What roles do thinking style, emotion regulation, and acculturation strategy play in Tibetan college students’ academic performance and psychological well-being? The results suggested that the Tibetan and Han college students did differ from each other in their thinking styles and emotion regulation. Longitudinal data supported that the Tibetan students’ thinking styles, emotion regulation, and acculturation strategy, as well as the relationships among these variables changed across time. Thinking styles, emotion regulation, and acculturation strategy were all found to have direct effects on their psychological well-being and academic performance. The effects of some of the thinking style and emotion regulation variables on psychological well-being and academic performance were also found to be mediated by either or both of the two dimensions of the Tibetan students’ acculturation strategy (i.e., ethnic and dominant society immersions). Meanwhile, the four acculturation strategies (i.e., integration, assimilation, separation, and marginalization) were also found to moderate the effects of the thinking styles and emotion regulation on the psychological well-being and academic performance. With the support from the literature and interviews, the quantitative findings were discussed. The findings of the present research would not only provide valuable information on assisting in understanding the development of people’s thinking styles, emotion regulation, and acculturation, but also provide helpful information for the higher education institutions to improve their teaching and management of the ethnic minority students.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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50

Liang, Wei. "Web-based sequentially delivered interventions on health-enhancing physical activity and fruit-vegetable consumption in Chinese college students". HKBU Institutional Repository, 2020. https://repository.hkbu.edu.hk/etd_oa/735.

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Background: Evidence has indicated a high prevalence of physical inactivity and insufficient consumption of fruit and vegetables among Chinese college students. As college students are in a crucial transition stage from adolescent to adulthood, such unhealthy lifestyle behaviors at this stage can result in nemerous negative consequences for both individuals and society. Therefore, it is urgently necessary to promote health-enhancing physical activity (HEPA) and fruit-vegetable consumption (FVC) among Chinese college students. Interventions focused on multiple health behavior change (MHBC) have shown advantages over those targeting only a single health behavior, and have therefore gained popularity over the last decade. Despite the increasing use of Internet technology and apparent promise of web-based MHBC interventions, there have been few such interventions for HEPA and FVC among Chinese college students. In addition, within the overarching scope of web-based MHBC interventions, there are several remaining questions that need to be addressed, including the timing of MHBC intervention delivery, the high dropout rate of participants, and the psychological mechanisms behind MHBC. Purpose: The main purposes of the thesis were to (1) examine the comparative effectiveness of sequentially delivered web-based MHBC interventions for HEPA and FVC in Chinese college students from both quantitative and qualitative perspectives; (2) investigate characteristics of dropouts (using quantitative method) and the underlying reasons (using qualitative method); and (3) identify the active ingredients ("key mediators") of successful health interventions for changing single health behavior (HEPA or FVC), and examine the psychological mechanisms of MHBC (HEPA and FVC) in Chinese college students based on an integrated social-cognitive model. Method: In Study 1, two web-based MHBC interventions were developed based on the health action process approach (HAPA) model. In a randomized controlled trial (RCT), 552 eligible college students (M = 19.99 years, SD = 1.04, 58.3% female) were randomly assigned to one of three groups: HEPA-first (4 weeks of HEPA followed by 4 weeks of FVC intervention), FVC-first (4 weeks of FVC followed by 4 weeks of HEPA intervention), and a control group (8 weeks of placebo treatment unrelated to HEPA or FVC). All of the participants were asked to complete online questionnaires at four time-points: at baseline (T1, the beginning of the intervention), after 4 weeks (T2, after the first behavior intervention), after 8 weeks (T3, after the second behavior intervention), and after 12 weeks (T4, 1-month post-intervention follow-up). The questionnairs addressed health behaviors (HEPA and FVC), social- cognitive determinants of behavior change (intention, self-efficacy, planning, and social support for each behavior) and health outcomes (BMI, depression and perceived quality of life). All of the data were analyzed using IBM SPSS 25.0, applying a series of generalized linear mixed models (GLMMs) to evaluate the intervention effectiveness. The mediation analysis was performed using IBM SPSS Process, with residualized change scores and the bias-corrected bootstrap approach (5000 resamples). Following the quantitative intervention study, to further evaluate the effects of aforementioned web-based MHBC interventions and to address dropout issues from a qualitative perspective, 30 students (M = 19.53 years, SD = 0.92, 56.7% female) who had participanted in Study 1 (18 completers and 12 dropouts), were invited to attend one-to-one and face-to-face semi-structured interviews (Study 2). The interviews covered three topics: 1) students' perceptions about their changes after participating in the web-based health program, 2) students' user experience and suggestions related to the design of the intervention content and the website layout and functionality, and 3) the reasons for dropping out. The audio-recorded interview data was transcribed orthographically and organized using QSR NVivo 11. Thematic analysis was adopted to analyze the qualitative data. In addition, a two-layer integrated social-cognitive model was hypothesized in Study 3 based on the HAPA model and Carry-over and Compensatory Action Model (CCAM). With a prospective design, 322 college students (M = 19.47 years, SD = 0.99, 55.6% female) were invited to report their past HEPA and FVC behavior, HEPA and FVC intentions, and demographics at baseline. After two months, an online questionnaire survey was used to collect data on their compensatory cognitions, combined volitional predictors of behavior change (self-efficacy + planning), and current HEPA and FVC behavior. All of the data were analyzed using Mplus 8.0. The proposed model was examined using structural equation modeling (SEM) with path analysis approach. Results: (1) Both the quantitative and the qualitative data fully supported the effectiveness of the web-based MHBC interventions for HEPA and FVC behavior. In addition, the effects on social-cognitive determinants of behavior change were partially supported by the quantitative data, and fully supported by the qualitative data. For health outcomes, the quantitative data supported the intervention effects on body mass index (BMI), and the qualitative data supported the effffects on both BMI and perceived quality of life. Moreover, the two delivery sequences did not show significantly different effects on HEPA after either 8 weeks or 12 weeks, whereas the FVC-first sequence showed superior effects over the HEPA-first sequence for FVC behavior after 12 weeks. (2) In terms of dropout, more male than female students withdrew from the interventions, and the dropouts showed lower HEPA self-efficacies, lower FVC planning, and inferior BMI status than completers. The interview results indicated two themes of dropout reasons: internal reasons (e.g., participants perceiving the health interventions as less necessary and less important) and external reasons (e.g., unfavorable living surroundings and problems with the program's delivery mode, intervention content, and technology). (3) In terms of the mediators of successful interventions for changing each single health behavior, the RCT results indicated that self-efficacy and intention mediated the effectiveness of the intervention on immediate changes (after 8 weeks) in HEPA and FVC, and that intention had a mediating effect on sustained change (after 12 weeks) in both HEPA and FVC. In addition, the prospective study found that the two- layer integrated social-cognitive model proposed in this thesis successfully explained the psychological mechanisms of MHBC in Chinese college students. In particular, the first layer identified the mediating effects of the volitional predictors on the intention-behavior relation for each type of health behavior. The second layer identified a positive association between volitional predictors of HEPA and volitional predictors of FVC, as well as a mediating effect of compensatory cognition between FVC intention and HEPA behavior. Discussion and Conclusions: To the best of our knowledge, this is the first study to examine the comparative effectiveness of sequentially delivered web-based MHBC interventions on HEPA and FVC in Chinese college students, and the first to identify the psychological mechanisms of MHBC in a Chinese context. The findings provide both theoretical and practical implications for future research and the application of MHBC. Future studies should more comprehensively compare simultaneous vs. sequential designs, more systematically examine dropout and its determinants, and further explore the psychological mechanisms of MHBC, especially the transfer mechanisms between the volitional predictors of one health behavior on another

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