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ABSTRACTMeaning in Life Children Questionnaire(MIL-CQ) was developed with reference to Frankl’s meaning triangle that has dimensions of Attitude, Creativity, and Experience. The current study translated MIL-CQ into Chinese (MIL-CQ-C), and evaluated its psychometric properties in a sample of 264 upper primary and secondary school gifted students in Hong Kong. Dimensionality of MIL-CQ-C was investigated via exploratory factor analysis using the robust weighted least square estimator. Measurement invariance across gender was investigated. Convergent validity was evaluated by testing MIL-CQ-C as the mediator of social connectedness in predicting presence of meaning in life and search for meaning in life. After removal of three items, exploratory factor analysis supported the original 3-factor structure with substantial factor loadings (λ = 0.53–0.91) and good reliability (Ω = 0.85–0.92). The MIL-CQ-C showed scalar measurement invariance across gender. The MIL-CQ-C was positively correlated with social connectedness, presence of meaning in life, and search for meaning in life. The MIL-CQ-C mediated the relationship between social connectedness and presence of meaning in life and search for meaning in life. The findings lend support to a valid 3-factor structure for MIL-CQ-C when completed by gifted learners in Hong Kong. (192 words)

ABSTRACTThis small-scale exploratory qualitative study examined the career decision-making process of six talented engineering university graduates in Hong Kong. The aim was to investigate major influential factors and barriers that impact their career aspirations and their persistence in remaining in that career. Semi-structured interviews were conducted with each graduate to provide data that could be analyzed. The main focus was on the significance of social and cognitive variables, self-efficacy, interests and outcome expectations for the graduates’ motivation and career decision-making process. The findings suggest that primary motivating factors for participants’ career aspirations and career persistence strongly aligned with constructs from Social Cognitive Career Theory and Job Embeddedness Theory. Career interests were motivated by self-efficacy, outcome expectations, and interests, while “job embeddedness” promoted career persistence through fit and link to organizations and industry. Based on participants’ responses, the study produced an insider’s perspective on the career decision-making process of talented young engineers in Hong Kong.

The Chinese short form of Career Adapt‐Abilities Scale (CAAS‐SF) is a newly validated scale to measure career adaptability. The present study examined the psychometric properties of this measure and the role of career adaptability as a mediator between social capital and career engagement. Based on data obtained from a sample of 610 university students in Macao, it was found that the scale has good psychometric properties and is suitable for use among college students. In addition, results showed that social capital was moderately correlated with career engagement and the relationship was partially mediated by career adaptability. Implications for practice were discussed.

Abstract:Alfred Adler considered social interest as contributing to an individual's sense of belonging and sense of significance. The concepts of meaning in life, social connectedness, and career self-efficacy are closely related to the sense of contribution, sense of belonging, and tasks of life. The study reported here was conducted with 2,638 Chinese adolescents (mean age = 14.92, standard deviation = 1.32) to investigate associations among variables of meaning in life, social connectedness, and career self-efficacy. Results suggest that presence of meaning, as compared to searching for meaning, appears to have a stronger degree of association with self-efficacy in career exploration, work habits, and talent development. Furthermore, both dimensions of meaning in life had indirect effects on self-efficacy in career exploration, work habits, and talent development through the mediating variable of connectedness to parents, peers, school, and teachers. Limitations of the study are discussed, and implications for future research and for school-based counseling programs are identified.

Preparing adolescents for transitioning from school to work has become a priority across all developed countries due to the increasingly difficult labour market conditions and changes related to technological advances. Most recently, the COVID-19 pandemic has created additional uncertainties in the world of work. This article reviews the concept of career-related teacher support (CRTS) and illustrates the different roles that school teachers can have in influencing students’ career planning and decision making. The information should be beneficial to teachers, counsellors, researchers and policy-makers seeking to optimise school-based career guidance and counselling practices. Brief suggestions are also provided for future research and practice.

We examined relationships among career‐related parental support, vocational identity, and career adaptability in a sample of 1,163 Chinese technical college students. Structural equation modeling of the relationship between career‐related parental support and students' career adaptability revealed positive mediation effects of three types of vocational identity (career commitment making, identification with career commitment, and in‐depth career exploration). In contrast, career self‐doubt exhibited a negative mediation effect. Multigroup structural equation modeling showed that there were stronger relationships in male‐identified students than in female‐identified students between career‐related parental support and career commitment and career exploration. Among male‐identified students, in contrast to female‐identified students, there was a significant and negative association between career self‐doubt and concern, and there was a positive association between in‐depth career exploration and concern. These results have implications for supporting parents in facilitating children's career adaptability. Future research could identify the differential effects of paternal and maternal support on career adaptability.

AbstractPreparing adolescents for transitioning from school to work has become a priority across all developed countries due to the increasingly difficult labour market conditions and changes related to technological advances. Most recently, the COVID-19 pandemic has created additional uncertainties in the world of work. This article reviews the concept of career-related teacher support (CRTS) and illustrates the different roles that school teachers can have in influencing students’ career planning and decision making. The information should be beneficial to teachers, counsellors, researchers and policy-makers seeking to optimise school-based career guidance and counselling practices. Brief suggestions are also provided for future research and practice.

This report is part of a larger project investigating school satisfaction of early adolescents in Hong Kong. The research questions in this part of the study focused on the school experience of 21 high-ability Chinese students aged 9–14 in Hong Kong primary and secondary schools. Semi-structured interviews were conducted with each of the participants. From the qualitative data collected, six influences on their school satisfaction emerged ― two that could be classified as ‘personal influences’ (goal-directed thoughts and motivation; self-discipline and self-regulation) and four themes that reflected ‘environmental influences’ (positive teacher-student relationships, classmates emotional and instrumental support, parental involvement in students’ learning, talent development opportunities). The findings from the study can help to inform school personnel on modifiable aspects of school environments that can help high-ability students succeed and at the same time enjoy their school life.

According to career construction theory, cultural beliefs represent a social construct that may shape an individual’s career path. In Chinese society, the Confucian concept of filial piety is one such influential belief. More specifically, reciprocal filial piety involves mutually supportive processes between parents and their offspring, whereas authoritarian filial piety is characterized by the suppression of the offspring’s own wishes to comply with those of their parents. The authors examined the extent to which Hong Kong undergraduate students (N= 522) possess dual career‐related filial piety and how it relates to their career adaptability during the school‐to‐work transition. Results indicated that career‐related reciprocal filial piety was regarded as important and was associated with all career adaptability dimensions, whereas career‐related authoritarian filial piety was not. The possible complex effect of dual career‐related filial piety on career adaptability deserves attention from career counselors and researchers.

This report is part of a larger project investigating school satisfaction of early adolescents in Hong Kong. The research questions in this part of the study focused on the school experience of 21 high-ability Chinese students aged 9–14 in Hong Kong primary and secondary schools. Semi-structured interviews were conducted with each of the participants. From the qualitative data collected, six influences on their school satisfaction emerged ? two that could be classified as ‘personal influences’ (goal-directed thoughts and motivation; self-discipline and self-regulation) and four themes that reflected ‘environmental influences’ (positive teacher-student relationships, classmates emotional and instrumental support, parental involvement in students’ learning, talent development opportunities). The findings from the study can help to inform school personnel on modifiable aspects of school environments that can help high-ability students succeed and at the same time enjoy their school life.

Existing studies have focused on examining how academic buoyancy or the ability to cope with day-to-day challenges in school may be linked to academic functioning. This review article reported the current state of the academic buoyancy literature in the educational contexts. Findings from previous investigations on the theorizing, measurement, predictors, and consequences of academic buoyancy are summarized. Research gaps are also identified to proposed future research directions. Results on the association of academic buoyancy with positive academic functioning and well-being outcomes are used to draw practical implications for school psychologists and guidance counselors in the school settings.

Career adaptability manifests itself through 4 self‐regulated internal resources for coping with occupational challenges and transitions: concern, control, curiosity, and confidence. Few studies have examined career adaptability specifically in the Hong Kong context. The Career Adapt‐Abilities Scale–China Form (CAAS‐China; Hou, Leung, Li, Li, & Xu, 2012) was administered, along with measures of self‐esteem and social support, to 522 Hong Kong Chinese undergraduate students. Results indicated that the CAAS‐China is a reliable and valid instrument for use with these students. Data also showed that self‐esteem was strongly associated with career adaptability, and this relationship was partially mediated by perceived social support. Implications for careers counseling in universities and colleges are discussed.

ABSTRACTA Chinese version of the Online Self-Regulated Learning Questionnaire (OLSQ) was administered to 412 Hong Kong students of average ability and 374 students talented in mathematics (Grades 4–9, age 9–15 years). Data indicated that the Chinese OLSQ provides valid and reliable scores when used with these students.

This article examines the potential benefits of possessing the personality traits of determination and perseverance (often referred to as ‘grit’) in an academic setting. Previous studies in Western individualistic societies have emphasised the advantages of possessing this attribute of grit; but, to date, very few investigations have been conducted in collectivist cultures, such as those in the Asian contexts. This article provides a brief review of literature on this topic, reflecting perspectives from various socio-cultural milieus. From this knowledge base, several themes emerge, with implications for improving grit-related theory. Possible lines for future research are also suggested.

This article examines the potential benefits of possessing the personality traits of determination and perseverance (often referred to as ‘grit’) in an academic setting. Previous studies in Western individualistic societies have emphasised the advantages of possessing this attribute of grit; but, to date, very few investigations have been conducted in collectivist cultures, such as those in the Asian contexts. This article provides a brief review of literature on this topic, reflecting perspectives from various socio-cultural milieus. From this knowledge base, several themes emerge, with implications for improving grit-related theory. Possible lines for future research are also suggested.

Purpose in life has emerged as an important notion in positive psychology. It is regarded as a factor that can contribute to any individual's wellbeing. Based on a review of the literature, the authors discuss key issues that pertain to purpose in life, including how the construct is defined and conceptualised, its importance in living a fulfilling life, and the development of purpose across the lifespan. Because of its potential to contribute to positive youth development, the authors also discuss how extant research findings can inform school guidance and counselling interventions for adolescents. The PATHS Program in Hong Kong is used as an example to illustrate how students can be helped to establish their purpose in life through the guidance curriculum.

Purpose in life has emerged as an important notion in positive psychology. It is regarded as a factor that can contribute to any individual's wellbeing. Based on a review of the literature, the authors discuss key issues that pertain to purpose in life, including how the construct is defined and conceptualised, its importance in living a fulfilling life, and the development of purpose across the lifespan. Because of its potential to contribute to positive youth development, the authors also discuss how extant research findings can inform school guidance and counselling interventions for adolescents. The PATHS Program in Hong Kong is used as an example to illustrate how students can be helped to establish their purpose in life through the guidance curriculum.

This exploratory study involved a structured group-games intervention to develop first-grade students’ social competence. The effects were evaluated by assessing possible outcomes for the children's social status. A sample of 119 first-grade, mixed-ability students from a Hong Kong primary school participated in the sessions (63 boys, 56 girls: mean age 74 months). Sessions were led by trained parent-volunteers and involved a 60-minute session each week for 8 weeks in the children's own classrooms. Peer nominations were used before and after intervention to assess participants’ social status under five possible categories ? popular, rejected, controversial, neglected and average. Improvement in children's social awareness and social status was noted following the intervention. Children's competence in playing group games was found to be positively correlated with their social acceptance. The findings support the value of early social intervention in classrooms as a practical way for preparing first-grade students for primary school life.

AbstractThis small-scale exploratory study in Hong Kong investigated the coping strategies used by three Chinese gifted students with a learning disability. Information was also obtained on their perceived sources of general support for learning. A narrative inquiry method was used to obtain and analyze data. Interviews took place with two gifted students with learning disabilities from Grade 9 and one from Grade 12. Data indicated very clearly the frustrations that these students had experienced in some areas of their schooling. Two students had devised effective coping strategies without assistance, and one had found other ways of compensating for learning difficulties. Family and peers were found to be important sources of support. Implications for teaching gifted learners with learning disabilities are discussed.

AbstractThis article reviews relevant literature that addresses the issue of self-regulated online mathematics learning for mathematically gifted students. The definition of self-regulated learning is explored, together with a discussion of its important role in online mathematics education. The evidence strongly supports the value of online learning as a medium for advancing mathematical development not only in gifted students but in allstudents and at all ages. This mode of engaging with mathematics has a vital role to play in involving students actively in their own learning. The implications for supporting gifted students, including those with learning difficulties, are identified.

AbstractThis article reports on a small-scale qualitative study that investigates how intrapersonal and environmental factors shape the beliefs and experiences of four talented Hong Kong sportsperons. Research questions focus on how their talents were identified and developed, obstacles they encountered, and the major influences on their development. Semi-structured interviews were conducted examining five key areas: participants’ perceptions of their natural ability in sports, self-motivation, coaching opportunities, family influences, and school factors. Results indicated that the interviewees tended not to perceive themselves as “naturally” talented (or “very special”), and believed that all five areas had influenced the development of their talent, both positively and negatively. The data are interpreted from a Hong Kong-Chinese perspective.

AbstractThe authors report on the implementation of an enrichment programme titled “Mathematics in the Workplace” for mathematically talented students, aged 8 to 12 years, who were studying in Primary 3 to Primary 6 classes in Hong Kong. The aim of the pilot programme was to enable gifted learners to make connections between mathematics and its applications in the workplace, apply higher-order thinking skills in relation to workplace mathematics, and enhance their communication skills. The rationale, theoretical orientation, curriculum design, and the format of lessons are outlined in the article. Evaluation of the programme indicated that the majority of participants perceived the activities to be interesting, and cognitively and creatively challenging. Interventions of this nature can serve as additional sources of stimulation for gifted learners. Limitations of the programme are discussed, together with suggestions for future research.

This study investigated relationships among measures of perfectionism, academic self-concept, and academic achievement in fourth and fifth grade children from selective primary schools in Hong Kong where admission involves strict assessment of students' aptitude and potential. Based on their overall academic performance 331 students were recruited, with half the sample comprising high achievers and the other half lower achievers in their respective cohorts. A 37-item questionnaire adapted from the Almost Perfect Scale-Revised(APS-R) (Slaney, Rice, Mobley, Trippi, & Ashby, 2001) and the Self-Description Questionnaire I(SDQ) (Marsh, Relich, & Smith, 1983) was administered in a classroom setting. Dependent upon their APS-R scores, participants were sorted into three comparison groups: (i) adaptive perfectionists (ii) maladaptive perfectionists and (iii) nonperfectionists. Pearson correlation, univariate analysis, hierarchical regression analysis and independent-samples t-tests were employed to assess the links among the variables. Results showed perfectionism was directly and indirectly correlated to academic achievement, with academic self-concept as a significant mediator. High achievers were associated with adaptive perfectionism and high academic self-concept. The present findings reflect the distinctive roles of perfectionism in the personal and cognitive developments of primary school students often been downplayed or overlooked in China. Implications for future research and educational guidance are suggested.

AbstractStudies in several countries have indicated that students with specific learning difficulties (SpLD) tend to exhibit problems in social adjustment in addition to their difficulties in academic learning. It is often recommended that students with SpLD undergo social skills training as well as receive intensive remedial teaching. This study investigated the extent to which school‐related social adjustment problems were evident in a sample of Chinese students of primary school age who had been identified by an educational psychologist as having a specific learning difficulty. Data were collected by questionnaire from 34 students with SpLD (individually interviewed; oral administration), 167 students without learning problems (group administration; written form), and the 34 teachers of the students with SpLD. Results indicated that although the SpLD students rated themselves lower than the students without learning difficulties on several aspects of social adjustment there was no evidence to suggest that they had major problems in this area. The teachers rated the SpLD students lower than the students rated themselves on most aspects of social adjustment, but the ratings given by the teachers suggested that they too did not perceive the students as having major inadequacies in social adjustment. The findings are discussed, with particular reference to the methodological problems associated with the use of self‐reporting as a technique to obtain data in research involving primary school‐age students.

AbstractThis study reports the perceptions of Chinese students and teachers concerning the essential competencies needed by teachers of gifted learners. The samples comprised 256 senior secondary school students and 95 regular mainstream secondary teachers in Hong Kong who completed a Chinese language version of the Gifted Teacher Competencies Questionnaire (Hultgren, 1981; Nelson & Prindle, 1992). Results indicated that both teachers and students held very similar beliefs about the competencies necessary for working with gifted learners with skills in promoting higher-order thinking, creative problem solving, and understanding the needs of gifted students rated highly by both groups. Statistically significant differences between teacher and student ratings were found only in four items with teachers rating more highly (i) skills in individual counseling of gifted students: (ii) ability to construct effective identification procedures; (iii) awareness of parent and community resources; and (iv) skills in fostering creative problem solving. The implications of the findings for teacher preparation and support are discussed, with particular reference to the implementation of gifted education programs in mainstream schools.

The study investigated the relation between body image and eating attitudes among adolescent girls in Hong Kong. A sample of 358 senior secondary school girls completed the measures assessing body-part satisfaction and behaviors associated with eating. Analysis indicated that even though only 4.8% of the girls were overweight, 85.16% desired to weigh less. These Chinese teenage girts were concerned about their weight, and the desire for slimness was widespread. Correlations indicated that higher Body Mass Index was associated with lower satisfaction with weight. Lower scores on weight satisfaction were associated with higher scores on attitudes of dieting and food preoccupation.

In 1995 Chan and Hui examined the responses of a sample of Chinese teachers on the Maslach Burnout Inventory and recommended a possible 2-factor rather than the original 3-factor model for the assessment of burnout among Chinese teachers. In the present study, the factor structure of responses to the Chinese version of the Maslach Burnout Inventory in a sample of 1,398 Chinese secondary school guidance teachers was examined using the EQS approach to confirmatory factor analysis. The results showed that a 3-factor model (Emotional Exhaustion, Depersonalization, and Personal Accomplishment) provided the best fit, with the first two factors highly correlated (r= .80). Internal consistencies for the subscales ranged from .80 to .88.

This study investigated culture-dependent attitudes and predictors of these attitudes of teachers (147–Finland, 214–Hong Kong, 160–United States) toward gifted education. Preservice, regular classroom, and gifted education teachers completed the attitude scale toward gifted education developed by Gagné and Nadeau (1985). A new method was introduced as an alternative approach in prediction. Finally, the results of this study were compared to an earlier study using more traditional quantitative methods (Tallent-Runnels, Tirri, & Adams, 2000). Results revealed 5 major predictors of attitudes for the 3 countries. These were whether or not they believed (a) they had gifted children in their school, (b) all children are gifted, (c) gifted children should spend their spare time helping others progress, (d) parents have the major responsibility for helping gifted children develop then talents, and (e) the best way to meet the needs of gifted children is in special classes.

The author reports the findings on the positivebeliefs of guidance teachers for schoolguidance. Five focus groups, involving 24secondary school guidance teachers in HongKong, were conducted. Five categories onpositive beliefs emerged from the data: Care and concern for students, Guidancefor educating the whole person, Students'individual needs for growth, Growth andchange through the helping process, and Demand for guidance and counselling training.The implications of the findings werediscussed from the perspective of implementinga whole school approach through thecomprehensive school guidance programme.

A sample of 358 girls in senior secondary school completed the measures assessing importance of clothing and socioeconomic status. A principal component analysis indicated a 3-factor solution that explained 51.3% of the total variance in scores on the Creekmore Importance of Clothing Questionnaire. The factors were named Self-enhancement, Experimentation, and Conformity. A series of one-way analyses of variance showed that higher socioeconomic status might account for greater experimentation with clothing.