Daniel T. L. Shek

Rachel C. F. Sun

Joav Merrick

Development of Chinese Adolescents: Assessment, Issues, and Intervention

To promote the holistic development of university students, a course entitled &#x201c;Tomorrow's Leaders&#x201d; was developed and offered at The Hong Kong Polytechnic University. Based on a case study approach, reflective journals of five outstanding students of the course are presented and analyzed (i.e., thick description), with several themes emerging from the reflection. First, the students liked the course, and they identified many positive attributes. Second, the students appreciated the instructors. Third, the students viewed that the course contributed to different aspects of their development. Fourth, some areas of improvements were proposed. In conjunction with other evaluation mechanisms, the present findings strongly suggest that the course is able to promote psychosocial competencies in university students taking this course.

Florence K. Y. Wu

Reflective Journals of Students Taking a Positive Youth-Development Course in a University Context in Hong Kong

The current study aims to test the psychometric properties of the Existence Subscale of the Purpose in Life Questionnaire (EPIL) for early adolescence. The Purpose in Life Questionnaire (PIL), originally created by Craumbaugh and Maholick, is a 20-item scale measuring different dimensions of life purposes. The current study selected seven items representative of the existence dimension to form another scale, the EPIL. The analysis was based on 2842 early adolescents, ranging from 11 to 14 years old. Principal axis factoring found one factor, with 60&#x25; variance being explained. Cronbach&#x2019;s alpha for the EPIL was 0.89, which was high. The factor structure was stable across genders. Criterion-related validity was determined when the scale was used to differentiate volunteers and nonvolunteers. Construct validity was found when the scale was associated with life satisfaction. The results give support to the fact that the EPIL could be used alone to measure the psychological well-being of early adolescents and the appropriateness of the EPIL in adolescent research.

Ben M. F. Law

Psychometric Properties of the Existence Subscale of the Purpose in Life Questionnaire for Chinese Adolescents in Hong Kong

A total of 231 schools participated in the Project P.A.T.H.S. in 2009/2010 school year. After completion of the Tier 1 Program, subjective outcome evaluation data were collected from 3,259 program implementers. Based on the consolidated data with schools as units, results showed that participants had positive perceptions of the program, implementers, and benefits of the program. More than four-fifth of the implementers regarded the program as helpful to the program participants. Multiple regression analyses revealed that perceived qualities of the program and the program implementers predicted perceived effectiveness of the program. Similar to previous studies, compared to implementers’ perception about their performance, the perceived program content appeared to be a stronger predictor of program success. The present study provides additional support for the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong.

Lu Yu

Subjective Outcome Evaluation of the Project P.A.T.H.S. (Extension Phase) Based on the Perspective of Program Implementer

This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers.

Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions

The project P.A.T.H.S. is an indigenously developed positive youth development program in Hong Kong. In the extension phase (2009/2010 school year), subjective outcome evaluation data were collected from 231 schools involving 89,068 participants after completion of the curricula-based Tier 1 Program. With schools as the units of analysis, results showed that participants generally had positive perceptions of the program content and implementers, with over four-fifth of the participants regarded the program as helpful to them. There were some significant grade differences in the subjective outcome evaluation findings, although the related effect size was not strong. Multiple regression analyses revealed that program content and program implementers predicted perceived effectiveness of the program. The present study suggests that irrespective of cohorts, students in the junior secondary years perceived the program to be beneficial to them.

Cecilia M. S. Ma

Subjective Outcome Evaluation of the Project P.A.T.H.S. in Different Cohorts of Students

This study attempted to examine the relationship between poverty and adolescent developmental outcomes in the family and personal domains in 3,328 Chinese secondary school students in Hong Kong. Developmental outcomes included positive youth development constructs, problem behaviors, perceived family interaction, and parental parenting. Results showed that adolescents experiencing poverty did not differ from nonpoor adolescents in terms of risk behavior and in most indicators of positive youth development. On the other hand, adolescents with economic disadvantage displayed lower levels of positive identity, family interaction, and perceived paternal parenting than did those without economic disadvantage.

Pik Fong Tsui

Family and Personal Adjustment of Economically Disadvantaged Chinese Adolescents in Hong Kong

A well-tested comprehensive Chinese positive youth development program (Project P.A.T.H.S.) developed in Hong Kong has been modified and adapted for use in Macau. This program aims to help adolescent school children develop positively and to be better prepared for their future. The present study investigated the effectiveness of the Tier 1 Program of “P.A.T.H.S.” for Secondary 2 students of two pilot schools. Since there were “repeating” and “transferring” students joining the program, the effectiveness of the program on these particular groups of participants was also examined. The subjective outcome evaluations including participants' perceptions of the program, program instructors, benefits from the program, and overall satisfaction were positive. Although the longitudinal data from the objective outcome evaluation did not show any notable improvement, the overall effect of the program was found to be positive to the new comers in the junior secondary years. The existing evaluation findings suggest that the Secondary 2 program is especially effective to those newly joining the program. In view of the paucity of youth studies in Macau, the present study can contribute to evidence-based youth work and provide baseline data for the program to be evaluated in the Secondary 3 periods in the future.

Andrew L. Luk

K. M. Leong

Annah M. L. Au

Evaluation of the Effectiveness of a Positive Youth Development Program for Secondary Students in Macau

This study examined the correlates and predictors of prosocial behavior among Chinese adolescents in Hong Kong. A sample of 518 high school students responded to a questionnaire containing measures of antisocial and prosocial behavior, prosocial norms, pragmatic values, moral reasoning, and empathy. Preliminary analyses showed that there were gender differences in some of the measures. While correlation analyses showed that parental education, prosocial norms, pragmatic values, moral reasoning, and empathy were related to prosocial behavior, regression analyses showed that prosocial norms, pragmatic values, and empathy dimensions (personal distress and empathy) were key predictors of it. The findings are largely consistent with theoretical predictions and previous research findings, other than the negative relationship between personal distress and prosocial behavior. The study also underscores the importance of values and norms in predicting prosocial behavior, which has been largely neglected in previous studies.

Andrew M. H. Siu

Frank H. Y. Lai

Predictors of Prosocial Behavior among Chinese High School Students in Hong Kong

Using individual interviews, this study investigated perceptions of classroom misbehaviors among secondary school students in Hong Kong <svg style="vertical-align:-2.21957pt;width:58.849998px;" id="M1" height="13.45" version="1.1" viewBox="0 0 58.849998 13.45" width="58.849998" xmlns="http://www.w3.org/2000/svg">
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</svg>. Nineteen categories of classroom misbehaviors were identified, with talking out of turn, disrespecting teacher, and doing something in private being most frequently mentioned. Findings revealed that students tended to perceive misbehaviors as those actions inappropriate in the classroom settings and even disrupting teachers' teaching and other students' learning. Among various misbehaviors, talking out of turn and disrespecting teacher were seen as the most disruptive and unacceptable. These misbehaviors were unacceptable because they disturbed teaching and learning, and violated the values of respect, conformity, and obedience in the teacher-student relationship within the classroom. The frequency and intensity of misbehaviors would escalate if students found it fun, no punishment for such misbehaviors, or teachers were not authoritative enough in controlling the situations. Implications for further research and classroom management are discussed.

Classroom Misbehavior in the Eyes of Students: A Qualitative Study

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