Perceived Chinese parenting beliefs and styles as antecedents on Hong Kong undergraduates' learning and achievement with self-other achievement motives as mediator

2015 ◽  
Author(s):  
W. S. G. Kwan ◽  
M. T. Leung
Keyword(s):  
Hong Kong ◽  
Parenting Beliefs ◽  
Chinese Parenting ◽  
Learning And Achievement

Multi-faceted discipline strategies of Chinese parenting

2017 ◽  
Vol 41 (4) ◽  
pp. 472-481 ◽  
Author(s):  
Heidi Fung ◽  
Jin Li ◽  
Chi Kwan Lam
Keyword(s):  
Hong Kong ◽  
Parenting Styles ◽  
Social Distance ◽  
Future Research ◽  
School Age ◽  
Research Attention ◽  
Abstract Characterization ◽  
Chinese Parenting ◽  
Strategy Types

Parental disciplining of their misbehaving children continues to draw much research attention. Baumrind’s typology of parenting styles has been frequently used to classify Chinese parenting as more authoritarian. Although influential, research tends predominantly to focus on abstract characterization. Yet, parenting is a practice informed by specific cultural ethnotheories and enacted in response to their children’s behavior in specific contexts. Our study attempted to explore this type of disciplining in situ. We interviewed 89 mothers from Taiwan (45) and Hong Kong (44) with children from near the end of infancy to beginning-school age. Mothers were asked to share their disciplinary strategies for handling four hypothetical yet common situations in which children misbehaved. These situations varied in setting, social distance among participants, possible consequences, nature of rules involved, and degree of conflict. We found five strategy types. Moreover, mothers prioritized them differently for different situations. Finally, we identified four ways of using strategies: single, contingent, simultaneous, or ratcheting-up. Depending on their strategies in a given situation, these uses also varied. We were compelled to conclude that Chinese parenting is more multi-faceted than has been typically portrayed in research. Implications for future research on parenting across cultures are discussed.

Chinese parenting in Hong Kong: links among goals, beliefs and styles

2009 ◽  
Vol 179 (7) ◽  
pp. 849-862 ◽  
Author(s):  
S.M. Chan ◽  
J. Bowes ◽  
S. Wyver
Keyword(s):  
Hong Kong ◽  
Chinese Parenting

Correction to: Chinese parenting in Hong Kong: Links among goals, beliefs and styles

2007 ◽  
Vol 179 (8) ◽  
pp. 1125-1125
Author(s):  
S.M. Chan ◽  
J. Bowes ◽  
S. Wyver
Keyword(s):  
Hong Kong ◽  
Chinese Parenting

scholarly journals Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West

2021 ◽  
Vol 12 ◽  
Author(s):  
Ching Sing Chai ◽  
Pei-Yi Lin ◽  
Ronnel B. King ◽  
Morris Siu-Yung Jong
Keyword(s):  
Hong Kong ◽  
Intrinsic Motivation ◽  
Science Achievement ◽  
Epistemic Beliefs ◽  
The Other ◽  
Science Data ◽  
Positive Effects ◽  
Instrumental Motivation ◽  
Learning And Achievement

Research on self-determination theory emphasizes the importance of the internalization of motivation as a crucial factor for determining the quality of motivation. Hence, intrinsic motivation is deemed as an important predictor of learning. Research on epistemic beliefs, on the other hand, focuses on the nature of knowledge, and learning with more sophisticated epistemic beliefs associated with more adaptive outcomes. While learning and achievement are multiply determined, a more comprehensive theoretical model that takes into account both motivational quality and epistemic beliefs is needed. Hence, this study aims to examine the role of intrinsic and instrumental motivation alongside epistemic beliefs in predicting students’ achievement in science. Data were drawn from the PISA 2015 survey. We focused on four of the top-performing societies. Two were Eastern societies – Singapore and Hong Kong, and the other two were Western societies: Canada and Finland. We found both common and specific patterns among the four societies. Regarding the common patterns, we found that intrinsic motivation and epistemic beliefs had direct positive effects on science achievement. As for the regionally-specific findings, instrumental motivation positively predicted achievement only in Western societies (i.e., Finland and Canada), but not in Eastern societies (i.e., Singapore and Hong Kong). The interaction effect between motivation and epistemic beliefs also demonstrated different patterns across the four societies. Implications for the role of motivation and epistemic beliefs in optimizing student learning and achievement are discussed.

Verocytotoxin-producing Escherichia coli infection: The Hong Kong experience

1998 ◽  
Vol 13 (11-s4) ◽  
pp. S289-S293 ◽  
Author(s):  
SSY WONG ◽  
WC YAM ◽  
PHM LEUNG ◽  
PCY WOO ◽  
KY YUEN
Keyword(s):  
Escherichia Coli ◽  
Hong Kong ◽  
Escherichia Coli Infection
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