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

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Pik Fong Tsui
Keyword(s):  
Hong Kong ◽  
Problem Behaviors ◽  
Youth Development ◽  
Positive Youth Development ◽  
Developmental Outcomes ◽  
Family Interaction ◽  
Economic Disadvantage ◽  
School Students ◽  
Positive Identity ◽  
The Relationship

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.

Developmental outcomes of economically disadvantaged adolescents in Hong Kong: a replication

2013 ◽  
Vol 25 (4) ◽  
pp. 395-403 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Pik-fong Tsui
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Family Life ◽  
Life Quality ◽  
Developmental Outcomes ◽  
Family Interaction ◽  
Economic Disadvantage ◽  
Positive Identity ◽  
Psychosocial Competencies

Abstract The purpose of this study is to examine the relationships between economic disadvantage and adolescent and developmental outcomes as well as perceived family qualities in 3580 Secondary 2 students in Hong Kong. Developmental outcomes include positive youth development constructs, problem behavior and drug taking behavior, whereas perceived family qualities include perceived family interaction and parental parenting. Generally speaking, poor and non-poor adolescents differ in terms of overall positive youth development and family life quality. Although adolescents experiencing poverty do not display significant differences from non-poor adolescents in terms of risk behavior and psychosocial competencies, adolescents with economic disadvantage show lower levels of positive identity, family interaction, and perceived paternal parenting than do those without economic disadvantage.

scholarly journals Positive Youth Development Attributes and Parenting as Protective Factors Against Adolescent Social Networking Addiction in Hong Kong

2021 ◽  
Vol 9 ◽  
Author(s):  
Lu Yu ◽  
Daniel Tan Lei Shek
Keyword(s):  
Hong Kong ◽  
Protective Factors ◽  
Social Networking ◽  
Youth Development ◽  
Positive Youth Development ◽  
Social Networking Sites ◽  
Parenting Behavior ◽  
Positive Identity ◽  
Hong Kong Adolescents ◽  
Hong Kong Students

This study examined the predictive effects of 15 positive youth development (PYD) attributes and parenting behavior on adolescent social networking addiction (SNA) in a representative sample of Hong Kong students. In total, 1,896 Hong Kong Secondary 1 students from 20 randomly selected schools (age = 13.19 ± 0.52 years) completed the Bergen Social Media Addiction Scale (BSMAS), the Chinese Positive Youth Development Scale, and the Chinese Parenting Behavior Scale. Of the participants, 11.4% could be classified as being addicted to Social Networking Sites (SNSs). Regression analyses showed that students' emotional competence (β = −0.09; p < 0.01), behavioral competence (β = −0.12; p < 0.001), beliefs in the future (β = −0.10; p < 0.01), and spirituality (β = −0.08; p < 0.01) were negatively associated with SNA, while social competence (β = 0.07; p < 0.05) and positive identity (β = 0.13; p < 0.001) were positively related to SNA. Paternal and maternal responsiveness showed indirect effects on students' SNA through the full mediation of PYD attributes. Specific PYD attributes and positive parenting behavior may serve as important protective factors against the development of SNA among Hong Kong adolescents.

scholarly journals The Relationship Between Internet Addiction and Problem Behaviors Amongst Hong Kong Adolescents: A Three-Year Longitudinal Study

2018 ◽  
Vol 1 (1) ◽  
pp. 2-22
Author(s):  
Daniel Tan-lei Shek ◽  
Lu Yu ◽  
Wenyu Chai
Keyword(s):  
Hong Kong ◽  
Problem Behaviors ◽  
Internet Addiction ◽  
Longitudinal Research ◽  
School Students ◽  
Chi Square ◽  
Adolescent Problem Behaviors ◽  
Adolescent Risk ◽  
Chi Square Analysis ◽  
The Relationship

Both Internet addiction and adolescent risk behaviors are worldwide public health concerns. Unfortunately, their relationship is grossly under-researched. Adopting a longitudinal research design, this study examined the longitudinal association between Internet addiction and problem behaviors among adolescents in Hong Kong and tested whether early Internet addiction predicted later adolescent problem behaviors. A total of 2,669 junior secondary school students completed three waves of questionnaires testing their Internet addiction behavior and other problem behaviors including drug use, self-harm, suicidal behaviors, delinquency behaviors, and compensated dating. Chi-square analysis showed that Internet addicted students had a high probability to display these problem behaviors at each wave. Logistic regression analyses suggest that early Internet addiction was a precursor of later problem behaviors among adolescents. The results shed light on the relationship between Internet addiction and adolescent problem behaviors, and provide reference for prevention and intervention of these problem behaviors.

A Second Chance

2016 ◽  
pp. 1741-1758
Author(s):  
Christine S. Barrow
Keyword(s):  
At Risk ◽  
Problem Behaviors ◽  
Youth Development ◽  
Positive Youth Development ◽  
School Engagement ◽  
Alternative High School ◽  
Preventative Measures ◽  
Second Chance ◽  
The Relationship ◽  
Pro Social Behavior

A qualitative analysis of special education youth who attended school at a recreation center in Brooklyn NY helps provide an understanding of the relationship between alternative high school education and offending. According to Wang and Fredericks (2014), interventions that aim to improve school engagement may promote positive youth development, including reducing involvement in problem behaviors. This study focuses on youth who were at risk for offending due to poor academic performance and previous delinquent involvement. Prior to attending school at this facility, the individuals were previously exposed to an environment that put them at risk for delinquency. This investigation provides support for preventative measures to youth conflict and delinquency by placing them in an environment that promotes pro-social behavior.

A Second Chance

2016 ◽  
pp. 257-274
Author(s):  
Christine S. Barrow
Keyword(s):  
At Risk ◽  
Problem Behaviors ◽  
Youth Development ◽  
Positive Youth Development ◽  
School Engagement ◽  
Alternative High School ◽  
Preventative Measures ◽  
Second Chance ◽  
The Relationship ◽  
Pro Social Behavior

A qualitative analysis of special education youth who attended school at a recreation center in Brooklyn NY helps provide an understanding of the relationship between alternative high school education and offending. According to Wang and Fredericks (2014), interventions that aim to improve school engagement may promote positive youth development, including reducing involvement in problem behaviors. This study focuses on youth who were at risk for offending due to poor academic performance and previous delinquent involvement. Prior to attending school at this facility, the individuals were previously exposed to an environment that put them at risk for delinquency. This investigation provides support for preventative measures to youth conflict and delinquency by placing them in an environment that promotes pro-social behavior.

Positive youth development and academic behavior in Chinese secondary school students in Hong Kong

2016 ◽  
Vol 15 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Florence K.Y. Wu
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Education Reform ◽  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
School Curriculum ◽  
School Students ◽  
Formal Curriculum ◽  
Academic Confidence

AbstractWith 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.

scholarly journals Using Positive Youth Development Constructs to Design a Money Management Curriculum for Junior Secondary School Students in Hong Kong

2011 ◽  
Vol 11 ◽  
pp. 2219-2229
Author(s):  
Patrick S. Y. Lau ◽  
C. M. Lam ◽  
Ben M. F. Law ◽  
Y. H. Poon
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Youth Development ◽  
Positive Youth Development ◽  
Secondary School Students ◽  
Money Management ◽  
Management Skills ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary

This paper aims to discuss the relationships between the selected positive youth development constructs and the enhancement of Hong Kong junior secondary school students' money management skills, values, and attitudes. Various issues of money management of adolescents are reviewed. These issues include the need for money management programs for adolescents, the content and coverage of an appropriate money management program, and its relationships with the selected positive youth development constructs. The curriculum units for secondary 3 students are taken as examples to illustrate the design of the program. It is believed that promoting cognitive competence, self-efficacy, and spirituality could be an effective way to enhance students' money management skills, values, and attitudes, thus preparing them better for facing the finance-related issues in life.

scholarly journals Spirituality as a Positive Youth Development Construct: A Conceptual Review

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Daniel T. L. Shek
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Spiritual Development ◽  
Developmental Outcomes ◽  
Ecological Factors ◽  
Peer Influences ◽  
Adolescent Spirituality ◽  
Working Definition ◽  
Definition Of ◽  
The Relationship

The concept of spirituality as a positive youth development construct is reviewed in this paper. Both broad and narrow definitions of spirituality are examined and a working definition of spirituality is proposed. Regarding theories of spirituality, different models pertinent to spiritual development and the relationship between spirituality and positive youth development are highlighted. Different ecological factors, particularly family and peer influences, were found to influence spirituality. Research on the influence of spirituality on adolescent developmental outcomes is examined. Finally, ways to promote adolescent spirituality are discussed.

Spirituality as a key positive youth development construct for university students

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Wynants Ho
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Learning Outcomes ◽  
Youth Development ◽  
Positive Youth Development ◽  
Spiritual Leadership ◽  
Developmental Outcomes ◽  
Curriculum Structure ◽  
Basic Concepts ◽  
Intended Learning Outcomes

AbstractThe curriculum of a lecture about spirituality in the course entitled “Tomorrow’s Leaders” developed by The Hong Kong Polytechnic University is introduced in this paper. With reference to the basic tenets of outcome-based learning, the intended learning outcomes and the curriculum structure are illustrated. The following topics related to the construct of spirituality are included in this paper: definition and basic concepts of spirituality, theories of spirituality, antecedents of spirituality, spirituality and adolescent developmental outcomes, spirituality and leadership, and ways to promote spiritual leadership. Topics for reflections are also presented at the end of the paper.

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