Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/4483
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dc.contributorDepartment of Applied Social Sciencesen_US
dc.creatorTsang, SKMen_US
dc.creatorHui, EKPen_US
dc.creatorShek, DTLen_US
dc.creatorLaw, BCMen_US
dc.date.accessioned2014-12-11T08:24:39Z-
dc.date.available2014-12-11T08:24:39Z-
dc.identifier.issn2356-6140en_US
dc.identifier.urihttp://hdl.handle.net/10397/4483-
dc.language.isoenen_US
dc.publisherHindawi Publishing Corporationen_US
dc.rights© 2010 with authoren_US
dc.rightsThis article is distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.en_US
dc.subjectAdolescentsen_US
dc.subjectPositive adolescent trainingen_US
dc.subjectProgram evaluationen_US
dc.subjectProgram implementersen_US
dc.subjectStudent developmenten_US
dc.subjectSubjective outcome evaluationen_US
dc.titleSubjective outcome evaluation of the Project P.A.T.H.S. : findings based on the perspective of the program implementers (Secondary 1 Program)en_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage201en_US
dc.identifier.epage210en_US
dc.identifier.volume10en_US
dc.identifier.doi10.1100/tsw.2010.22en_US
dcterms.abstractThe aim of the current study was to replicate the subjective outcome evaluation based on program implementers in the first year (2006/07 school year) of the Full Implementation Phase (Secondary 1 level) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). After the completion of the Tier 1 program in the 2007/08 school year, 1324 implementers from 213 schools completed a Subjective Outcome Evaluation Form for instructors in order to assess their views of the program, themselves, and the perceived effectiveness of the program. Reliability test indicated the questionnaire was internally consistent. The results showed that, similar to the first year of implementation, high proportions of the respondents had positive perceptions of the program and their own performance. Regarding the perceived effectiveness of the program, roughly 90% of the respondents thought the program was helpful. A statistically significant increase in positive responses was also found in some items of perceived effectiveness in the second year of implementation. Possible factors contributing to such changes, including accumulation of experience and skill enhancement of the implementers, as well as stronger support from the schools, are discussed.en_US
dcterms.accessRightsopen access-
dcterms.bibliographicCitationThe scientific world journal, 2010, v. 10, p. 201-210en_US
dcterms.isPartOfThe scientific world journalen_US
dcterms.issued2010-
dc.identifier.isiWOS:000274472300004-
dc.identifier.scopus2-s2.0-77749344535-
dc.identifier.pmid20333344-
dc.identifier.eissn1537-744Xen_US
dc.identifier.rosgroupidr48890-
dc.description.ros2009-2010 > Academic research: refereed > Publication in refereed journalen_US
dc.description.oaVersion of Record-
dc.identifier.FolderNumbera0636-n189-
dc.description.pubStatusPublished-
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