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Yuen Mantak Chung Y. B. Lee Queenie A. Y. Lau Patrick S. Y. Chan Raymond M. C. Gysbers Norman C. Shea Peter M. K. 《International Journal for Educational and Vocational Guidance》2020,20(3):653-676
International Journal for Educational and Vocational Guidance - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data... 相似文献
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Mantak?YuenEmail author Patrick?S.?Y.?Lau Queenie?A.?Y.?Lee Norman?C.?Gysbers Raymond?M.?C.?Chan Ricci?W.?Fong Y.?B.?Chung Peter?M.?K.?Shea 《Asia Pacific Education Review》2012,13(1):55-63
This study explored the concept of school connectedness and the factors that may influence its development with a sample of
Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion
topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number
of key influences affecting its development. These factors could be grouped under several domains including teacher care,
peer relations, broader school relationships, school disciplinary policies and practices, activities within the school’s guidance
and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies
that schools might introduce to enhance and strengthen students’ acquisition of connectedness to school. The implications
from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program
in Hong Kong. 相似文献
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In recent years, various forms of career guidance and career counseling have become more prominent and better serviced in most universities throughout the world. Such services are obviously to the benefit of the students themselves and for society. After an initially slow start, researchers and practitioners in China have now begun to focus on the localization of guidance and counselling theory and strategies in order to match more exactly actual employment situations in different regions of the country. This should result in a service that meets students' needs more effectively. Using mainly core literature examining the context of career guidance and counseling in China from 2001 to the present, this paper elaborates on the current situation and summarizes the progress that has been made. The authors detail the content, implementation, problems that exist, and ways of improving projects of this kind in Chinese universities. Conclusions and suggestions for further research on career guidance and counseling are provided. 相似文献
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Shui Wai Wong Mantak Yuen 《International journal for the advancement of counseling》2012,34(4):269-285
Leuty and Hansen (Journal of Vocational Behavior 79:379–390, 2011) identified six domains of work values in undergraduate students in the West. The review undertaken in this paper suggests that the factor structure of work values of university students in Mainland China, Taiwan and Hong Kong essentially matches these six domains, except for the omission of ‘Family Maintenance’ and Wang’s (Indigenous Psychological Research in Chinese Societies 2:206–250, 1993) ‘Instrumental Values.’ This suggests some commonality in the work values construct between the East and West, but there are a few subtle differences. It is argued that such differences heighten the need for measurement scales with context-specific and society-specific items when examining work values in different settings. 相似文献
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Mantak Yuen Eadaoin K. P. Hui Patrick S. Y. Lau Norman C. Gysbers Thomas K. M. Leung Raymond M. C. Chan Peter M. K. Shea 《International journal for the advancement of counseling》2006,28(4):317-330
A 60-item measure, the Personal-Social Development Self-Efficacy Inventory (PSD-SEI) was developed to assess personal-social
development self-efficacy among adolescents in Hong Kong. The PSD-SEI was administered to 6,776 Grade 10–13 students in Hong
Kong. Principal components analysis with varimax solutions yielded seven meaningful factors: 1. Self-Realization, 2. Leadership
and Teamwork, 3. Emotional, Physical and Social Wellness, 4. Interests and Life Goals 5. Relationships, 6. Avoiding Drugs,
Excessive Drinking and Smoking, and 7. Finance and Self-Care. Reliability analyses showed that the total scale and subscales
were internally consistent. The data suggested that Hong Kong adolescents had some but not strong confidence in their personal-social
development. Boys were more confident in self-realization and maintaining wellness; girls were more confident in leadership
and teamwork, relationship with the opposite sex, and avoiding drugs, excessive drinking, and smoking. This study is the first
attempt to develop and validate a personal-social development self-efficacy measure for Chinese adolescents. Further research
and applications of the PSD-SEI for the quality enhancement of personal-social development programmes in schools are discussed. 相似文献
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Mantak Yuen Raymond M. C. Chan Norman C. Gysbers Patrick S. Y. Lau Queenie Lee Peter M. K. Shea 《Pastoral Care in Education》2013,31(4):295-310
This study explored Chinese adolescents’ perceptions of their own life skills development and the importance they place on such skills. The study also investigated the within‐school and outside‐school influences that may help develop and enhance life skills development. Six focus groups involving 52 high school students were conducted, using a set of predetermined discussion topics. Results revealed students’ awareness of many salient life skills, including those related directly to academic development, ‘learning to learn’, personal and social growth, and future career planning. The students were also able to suggest practical strategies that schools might use to further enhance students’ life skills development. Contextual factors influencing the development of life skills appear to include not only experiences within the school curriculum and the guidance and counseling program, but also talent development opportunities, and family and peer relationships. The implications of the findings are discussed with particular reference to implementing comprehensive school guidance and counseling programs in Hong Kong. 相似文献
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