|
| Area of competence | Subcategory | Benefits | S1
05-06 | S1
06-07 | S2
07-08 | S3
07-08 | S3
08-09 | Total |
|
|
Societal level |
Social responsibility and affairs | Enhanced understanding of mother country | | | | 1 | | 1 |
| Increased awareness of citizen’s responsibility | | | | 1 | | 1 |
| Subtotal (%) | 0 | 0 | 0 | 2 (3.8) | 0 | 2 (0.4) |
|
| Familial level | Family relationships | Improved communication and relationship with family | | 2 | | 3 | 2 | 7 |
| | Subtotal (%) | 0 | 2 (1.0) | 0 | 3 (5.7) | 2 (2.4) | 7 (1.4) |
|
| | Enhanced instructor-student relationship and understanding | 4 | 9 | 20 | 5 | 8 | 46 |
| | Learned teamwork | | 1 | | | | 1 |
| General interpersonal competence | Improved peer relationships, understanding, and cooperation | 2 | 13 | 6 | | 1 | 22 |
| | Enhanced social skills | | | 9 | | | 9 |
| | Learned to handle love relationship | | | | 3 | | 3 |
| | Total in subcategory | 6 | 23 | 35 | 8 | 9 | 81 |
| | Enhanced interpersonal relationship | | | | 1 | | 1 |
| | Improved communication skills | 2 | | | | | 2 |
| Interpersonal level | | Reduced bullying behavior | 1 | | | | | 1 |
| | Delayed gossiping | 1 | | | | | 1 |
| | Learned how to handle conflicts/avoid conflicts | | 2 | 1 | | | 3 |
| Specific interpersonal competence | Learned how to treat people and deal with issues | | 3 | | | | 3 |
| | Increased ability and willingness to express oneself | 5 | 10 | 7 | | 2 | 24 |
| | Cultivated proper views on dating | | | | | 1 | 1 |
| | Used learned materials to help or teach others | 1 | | | | | 1 |
| | Leadership | 1 | 1 | | | | 2 |
| | Learned to appreciate, accept, care, and respect others | 2 | 2 | 3 | 3 | 2 | 12 |
| | Total in subcategory | 13 | 18 | 11 | 4 | 5 | 51 |
| | Subtotal (%) | 19 (33.3) | 41 (20.2) | 46 (38.3) | 12 (22.6) | 14 (16.5) | 132 (25.5) |
|
|
Personal level | | Delayed misbehavior | 1 | | | | | 1 |
| Behavioral competence | Took initiative | | 2 | 3 | | | 5 |
| Strengthened positive behaviors | | | 5 | | | 5 |
| Total in subcategory | 1 | 2 | 8 | 0 | 0 | 11 |
| Enhanced problem-solving skills | | 3 | 1 | 1 | | 5 |
| Cognitive competence | Learned critical thinking | 2 | 5 | 2 | 3 | 5 | 17 |
| General enhancement | | | | | 1 | 1 |
| Total in subcategory | 2 | 8 | 3 | 4 | 6 | 23 |
|
Emotional competence | Enhanced ability in handling emotions | | 2 | | | | 2 |
| Enhanced emotional management | | | 3 | | | 3 |
| Total in subcategory | 0 | 2 | 3 | 0 | 0 | 5 |
|
Moral competence and virtues | Enhanced sense of equality | | 3 | | | | 3 |
| Enhanced moral competence | 1 | | 2 | | 4 | 7 |
| Total in subcategory | 1 | 3 | 2 | 0 | 4 | 10 |
| Beliefs in the future | Facilitated goal setting and realization of goals | | | | | 1 | 1 |
| Beliefs in the future | Increased understanding of the study path in the future | | | | 3 | | 3 |
| | Total in subcategory | 0 | 0 | 0 | 3 | 1 | 4 |
| | Enhanced self-understanding | 1 | 5 | | 1 | | 7 |
| | Promoted self-enrichment | | 3 | | | | 3 |
| | Enhance personal growth/maturity | | 3 | 1 | 3 | 2 | 9 |
| | Enhanced self-confidence | | 10 | | 1 | 1 | 12 |
| Positive self | Enhanced self-efficacy | | | | | 2 | 2 |
| | Became more active | | 2 | | 1 | | 3 |
| | Promoted sense of success | | | | 1 | | 1 |
| | Broadened students’ horizon | | 1 | | 2 | | 3 |
| | Total in subcategory | 1 | 24 | 1 | 9 | 5 | 40 |
| | Enhanced self-reflection | 4 | 2 | 4 | 4 | 9 | 23 |
| Personal level | Spirituality | Improved morality/spirituality | | | | 3 | | 3 |
| | Enhanced understanding purpose of life | | 3 | | 6 | | 9 |
| | Total in subcategory | 4 | 5 | 4 | 13 | 9 | 35 |
| | General resilience | | | | 1 | 1 | 2 |
| Resilience | Be more persistent when facing difficulties | | 1 | | | | 1 |
| | Learned how to seek help | | | | 1 | | 1 |
| | Total in subcategory | 0 | 1 | 0 | 2 | 1 | 4 |
| | Significant positive influences | 1 | | 7 | | 1 | 9 |
| | Some kind of help | | | 16 | | 14 | 30 |
| | Cultivated potentials | 1 | | | | | 1 |
| General gains | Enhanced motivation for learning | 1 | | | | | 1 |
| | Better academic achievement | | | 1 | | | 1 |
| | Applied what learned to daily life | 2 | | 1 | | | 3 |
| | Gained recognitions and encouragement from instructors | 2 | 3 | | | | 5 |
| | Total in subcategory | 7 | 3 | 25 | 0 | 15 | 50 |
| | Subtotal (%) | 16 (28.1) | 48 (23.6) | 46 (38.3) | 31 (58.5) | 41 (48.2) | 182 (35.1) |
|
| | Difficult to measure | | | | | 1 | 1 |
| | The program was useful | | | | 2 | | 2 |
| | Misbehavior could be controlled | 1 | | | | | 1 |
| | Misbehavior was not widespread | 1 | | | | | 1 |
| | Effectiveness depended on individual students | 1 | | | | 1 | 2 |
| | Effective to those students with positive values | 1 | | | | | 1 |
| General benefits | Positive comments | Benefit to study | | 1 | | | | 1 |
| | Enhanced concentration in class | | | | 1 | | 1 |
| | Effectiveness shown in long run | | | 7 | | 2 | 9 |
| | Unable to assess the effectiveness in a short time | | | | | 2 | 2 |
| | Introduced personal development education into education system | 1 | | | | | 1 |
| | Others | | 33 | | | | 33 |
| | Total in subcategory | 5 | 34 | 7 | 3 | 6 | 55 |
| | Could not learn anything | 1 | 4 | | | | 5 |
| | Unhelpful | | 9 | | | | 9 |
| | Not much change | 5 | 5 | | | | 10 |
| | Unable to help students with special needs | | | 1 | | | 1 |
| Negative comments | Unable to assess the effectiveness in a short time | | | | | 1 | 1 |
| | Students’ changes were doubtful | | 8 | | | | 8 |
| | Less effective when compared with the Adolescent Health Project | 2 | | | | | 2 |
| | Ineffective to those students with distorted values | 1 | | | | | 1 |
| | Total in subcategory | 9 | 26 | 1 | 0 | 1 | 37 |
| | Effectiveness could be observed, but students’ interest in the program was declining | 1 | | | | | 1 |
| General benefits | | Difficult to measure | | | | | 11 | 11 |
| | Not much change | | 2 | | | | 2 |
| Neutral comments | Needed to refer to objective data | 1 | | | | | 1 |
| | Effectiveness depended on the students’ learning attitude | | | 2 | | 2 | 4 |
| | Students’ changes were doubtful | 1 | 16 | | | | 17 |
| | Unable to assess the effectiveness in a short time | | 15 | | | 8 | 23 |
| | Others | | 5 | | | | 5 |
| | Total in subcategory | 3 | 38 | 2 | 0 | 21 | 64 |
| | The effectiveness was doubtful | 1 | | | | | 1 |
| | Unable to assess the effectiveness in a short time | 1 | | 3 | | | 4 |
| Undecided | Unable to perceive immediate changes in students themselves | 1 | | 4 | | | 5 |
| | Difficult to measure | | | 2 | | | 2 |
| | Others | | | 1 | | | 1 |
| | Total in subcategory | 3 | 0 | 10 | 0 | 0 | 13 |
| | Subtotal (%) | 20 (35.1) | 98 (48.3) | 20 (16.7) | 3
(5.7) | 28 (32.9) | 169 (32.6) |
|
| | Enhanced understanding towards students | 1 | 7 | | 2 | | 10 |
| | Learned a lot from the program content/teaching experiences | 1 | 7 | | | | 8 |
| Others | Benefits to instructors | Enhanced knowledge and development | | | 7 | | | 7 |
| | Promoting schools’ concern on student development | | | 1 | | | 1 |
| | Subtotal (%) | 2 (3.5) | 14 (6.9) | 8 (6.7) | 2 (3.8) | 0 | 26 (5) |
| | Total count (%) | 57
(100) | 203 (100) | 120 (100) | 53
(100) | 85
(100) | 518 (100) |
| | Grand total count in percentage | 11.0% | 39.2% | 23.2% | 10.2% | 16.4% | 100% |
|
