A comparison of Australian and Chinese teachers' attributions for student problem behaviors     

Irene T. Ho 《教育心理学》2004,24(3):375-391

The present study compared Australian and Chinese teachers' causal attributions for student behavior. A total of 204 Australian teachers and 269 Chinese teachers rated the importance of four causes (ability, effort, family, teacher) of six student problem behaviors. Results showed that both groups of teachers attributed misbehaviors most to student effort and least to teacher factors. Chinese teachers emphasized family factors more while Australian teachers placed greater importance on ability. There was significant variation in attribution patterns for different types of problems, with effort attribution being equally and strongly emphasized across cultural contexts and behavior types. The results are interpreted in the light of how individualistic and collectivistic values influence teacher thinking, and implications for school‐based interventions for behavior problems are discussed.  相似文献   

Chinese students at an English-Language university: Prediction of academic performance   总被引：1，自引：0，他引：1  

J. A. Spinks  D. Y. F. Ho 《Higher Education》1984,13(6):657-674

There is a paucity of systematic research on prediction of success at the tertiary education level for Asian students, despite the important role that universities play in Asian communities, and despite the increasing numbers of such students who are coming to the West to study. This study reviews evidence collected over the past ten to fifteen years, which relates to the issue of prediction of academic performance of Chinese students at an English-Language and Western-oriented university - the University of Hong Kong. This review is complemented by an analysis of data collected longitudinally over a five year period, using multiple regression, multiple correlation, path analysis and canonical correlation analyses. The results provide evidence of factors which are important in determining the ability of a student to adapt to the foreign cultural and language barriers that exist at this university. In particular, ability in English language and mathematics provides good and reasonably independent predictors of success. The data show the importance of considering the cultural background of students when assessing their aptitude for study, and offer information for Western universities regarding their admissions procedures for Chinese students.  相似文献   

Identification of sub-types of students with learning disabilities in reading and its implications for Chinese word recognition and instructional methods in Hong Kong primary schools     

Fuk-chuen Ho  Linda Siegel 《Reading and writing》2012,25(7):1547-1571

This paper consists of three studies. The first study aimed to identify sub-types of students with learning disabilities in reading. Based on the dual-route model of reading, words may be read using either a lexical (words are recognized as wholes) or a sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure. Castles and Coltheart (1993) provided evidence for the existence of these two mechanisms in English reading. They suggested that deficits in one and/or the other mechanism would lead to different patterns of reading disability. Surface dyslexia results from an impairment of the lexical procedure with an intact phonological route to reading. Phonological dyslexia results from a deficit in the grapheme-phoneme transformation mechanism. A higher percentage of surface dyslexia was identified in the present study. The aim of the second study was to analyze reading errors to support the existence of surface and phonological dyslexic patterns in Chinese reading. The results showed that students with surface dyslexic pattern made more phonological errors, whereas students with phonological dyslexic pattern made more semantic errors. These two studies indicate that students with learning disabilities could have different strengths and weaknesses and could have different preferences for recognizing Chinese characters and different responses to instructional methods. The third study was designed to test the effects of different teaching methods and different kinds of Chinese characters on students with learning disabilities. In general, the analytic method was found more effective for students with surface dyslexic pattern and the whole-word method for those with the phonological dyslexic pattern. The findings of this study showed the importance of identifying the strengths of the different sub-types of readers and the need to choose appropriate instructional methods accordingly.  相似文献   

Violence against pregnant women can increase the risk of child abuse: a longitudinal study     

Chan KL  Brownridge DA  Fong DY  Tiwari A  Leung WC  Ho PC 《Child abuse & neglect》2012,36(4):275-284

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Predicting Suicide Risks Among Outpatient Adolescents Using the Family Environment Scale: Implications for Practice and Research     

Christopher F. Lucey  Sarah K. Y. Lam 《International journal for the advancement of counseling》2012,34(2):107-117

This study was designed to identify characteristics of family functioning that relate to suicide potential in an outpatient adolescent population. Participants included 51 adolescents between the ages of 14 and 18 who were involved in outpatient counselling. The Family Environment Scale and the Suicide Probability Scale were used to assess adolescents’ perception of family social climate and degree of suicide risk respectively. Results revealed significant correlations between suicide risk and family systems characterized by heightened conflict and lower levels of cohesion, independence, and organization. A stepwise multiple regression analysis suggested that organization (related to clarity and structure in family activities and responsibilities) was the strongest predictor of suicide risk. Implications for research and practice are considered.  相似文献   

Investigating relationships between features of learning designs and student learning outcomes     

Carmel McNaught  Paul Lam  Kin Fai Cheng 《Educational technology research and development : ETR & D》2012,60(2):271-286

This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face classes combined with online learning. The main focus of the study was to examine possible relationships between features of online learning designs and student learning outcomes. Data-collection strategies included expert reviews of the learning designs, student surveys of perceptions of the web environment and their own learning outcomes, and a SOLO (structure of observed learning outcomes) analysis of assessment evidence of student learning outcomes. The findings of this correlational study indicate mild relationships between features of learning design and student perceptions of their learning outcomes. Both the provision of learning resources and the engagement of students in online communication relate to aspects of learning (acquisition of knowledge and skills, and enhancement of learning motivation). Also, the relationship was stronger when eLearning strategies were more extensively used. However, no relationship was found between learning design and the student performance in assessment tasks, possibly because of the limited assessment data that was examined.  相似文献   

Parenting and Beyond: Common Neurocircuits Underlying Parental and Altruistic Caregiving     

JE Swain  S Konrath  SL Brown  ED Finegood  LB Akce  CJ Dayton  SS Ho 《Parenting, science and practice》2012,12(2-3):115-123

Interpersonal relationships constitute the foundation on which human society is based. The infant-caregiver bond is the earliest and most influential of these relationships. Driven by evolutionary pressure for survival, parents feel compelled to provide care to their biological offspring. However, compassion for non-kin is also ubiquitous in human societies, motivating individuals to suppress their own self-interests to promote the well-being of non-kin members of the society. We argue that the process of early kinship-selective parental care provides the foundation for non-exclusive altruism via the activation of a general Caregiving System that regulates compassion in any of its forms. We propose a tripartite structure of this system that includes (1) the perception of need in another, (2) a caring motivational or feeling state, and (3) the delivery of a helping response to the individual in need. Findings from human and animal research point to specific neurobiological mechanisms including activation of the insula and the secretion of oxytocin that support the adaptive functioning of this Caregiving System.  相似文献   

The all-in-one human resource policy of Taiwan’s Hand-in-Hand Program     

Hsuan-fu Ho  Liang-Ching Lin 《Educational Research for Policy and Practice》2012,11(3):179-187

The Taiwan Government launched the Hand-in-Hand After-School Care Program in 2006 with several goals: In addition to providing disadvantaged students with supplemental learning opportunities, this highly ambitious government program hopes to provide increased employment opportunities for substitute teachers and low-income college students, and also make good use of the abilities of retired teachers and private individuals. However, the results seem to be much lower than what was expected, which can mainly be attributed to the lofty but unrealistic ideals of its recruitment design. This research is thus aimed at analyzing the criteria that used for recruiting teachers, calculating the relative weight for each criterion, and determining the instructional strengths of each of the five teacher sources. Suggestions are given for improving the teacher recruitment process of the Hand-in-Hand Program.  相似文献   

Time With Peers From Middle Childhood to Late Adolescence: Developmental Course and Adjustment Correlates     

Chun Bun Lam  Susan M. McHale  Ann C. Crouter 《Child development》2014,85(4):1677-1693

This study examined the developmental course and adjustment correlates of time with peers from age 8 to 18. On seven occasions over 8 years, the two eldest siblings from 201 European American, working‐ and middle‐class families provided questionnaire and/or phone diary data. Multilevel models revealed that girls' time with mixed‐/opposite‐sex peers increased beginning in middle childhood, but boys' time increased beginning in early adolescence. For both girls and boys, time with same‐sex peers peaked in middle adolescence. At the within‐person level, unsupervised time with mixed‐/opposite‐sex peers longitudinally predicted problem behaviors and depressive symptoms, and supervised time with mixed‐/opposite‐sex peers longitudinally predicted better school performance. Findings highlight the importance of social context in understanding peer involvement and its implications for youth development.  相似文献   

Elaborating the Concepts of Part and Whole in Variation Theory: The Case of Learning Chinese Characters     

Ho Cheong Lam 《Scandinavian Journal of Educational Research》2014,58(3):337-360

The purpose of this paper is to elaborate the concepts of part and whole in Ference Marton's variation theory for dealing with how learners come to understand something of a whole as made up of its parts. Understanding of the parts and the whole is more difficult than expected; as the whole may have an influence on the parts, the nature of the parts of the whole may differ from that of the parts on their own. As such it is not enough for learners just to know the parts in isolation. They also have to recognize the whole to which the parts refer and how the whole influences the parts. To achieve this, teachers have to provide learners with the experience of variation of the parts and the whole. To demonstrate these concepts, I have applied them to the case of children's learning of Chinese characters in this paper.  相似文献