Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/65527
Title: Positive youth development and academic behavior in Chinese secondary school students in Hong Kong
Authors: Shek, DTL 
Wu, FKY 
Keywords: Academic confidence
Academic stress
Hong Kong
Life skills
Positive youth development
Issue Date: 2016
Publisher: Walter de Gruyter GmbH
Source: International journal on disability and human development, 2016, v. 15, no. 4, p. 455-459 How to cite?
Journal: International journal on disability and human development 
Abstract: With the launching of the education reform in Hong Kong, the secondary school structure was changed from 7 years to 6 years in the 2006-07 school year. This paper describes Secondary four students' views about the new secondary school curriculum, including their confidence and related stress. The students were also asked to assess the importance of life skills and its perceived adequacy in the formal curriculum. Results showed that roughly four-tenths of the students did not feel confident about their study and around six-tenths felt stressed. Although most of the students agreed that life skills were important, around 37% of them thought that the coverage of such knowledge in the formal curriculum was not adequate. Consistent with our hypotheses, academic confidence, academic stress, support provided by the school, and positive youth development were significantly related, with positive youth development predicting academic confidence.
URI: http://hdl.handle.net/10397/65527
ISSN: 2191-1231
EISSN: 2191-0367
DOI: 10.1515/ijdhd-2017-5012
Appears in Collections:Journal/Magazine Article

Access
View full-text via PolyU eLinks SFX Query
Show full item record

Page view(s)

9
Checked on Aug 21, 2017

Google ScholarTM

Check

Altmetric



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.