233
Views
12
CrossRef citations to date
0
Altmetric
Original Articles

Hong Kong students' and teachers' beliefs on students' concerns and their causal explanation

Pages 279-294 | Published online: 02 Dec 2010

REFERENCES

  • AL-METHEN, A. E. and WILKINSON, W. J. (1992). 'Perceived causes of failure among secondary school students', Research in Education, 48, 1, 26-41.
  • APTER, S. J. (1982). Troubled Children/Troubled Systems. New York: Pergamon.
  • BAR-TAL, D., GOLDBERG, M. and KNAANI, A. (1984). 'Causes of success and failure and their dimensions as a function of SES and gender a phenomenological analysis', British Journal of Educational Psychology, 54, 51-61.
  • BATTEN, M. (1989). 'Teacher and pupil perspectives on the positive aspects of classroom experience', Scottish Educational Review, 21, 1, 48-57.
  • BROWN, J. M. and ARMSTRONG, R. (1982). 'The structure of pupils' worries during transition from junior to secondary school', British Educational Research Journal, 8, 2, 123-31.
  • CARITAS FAMILY SERVICES, with CHU, C. K., HO, W. S. and YEUNG, K. C. (1992). A Report on ate Study of Self-esteem of Secondary School Students. Hong Kong: Caritas and Hong Kong Polytechnic, Department of Applied Social Studies.
  • CARR, M. and KURTZ, B. E. (1991). 'Teachers' perceptions of students' metacognition, attributions, and self-concept', British Journal of Educational Psychology, 61,197-206.
  • CARR, M. and KURTZ, B. E. (1994). 'Is being smart everything? The influence of student achievement on teachers' perceptions', British Journal of Educational Psychology, 64, 263-76.
  • CARUGATI, F. F. (1990). 'From social cognition to social representations in the study of intelligence.' In: DUVEEN, G. and LLOYD, B. (Eds) Social Representations and the Development of Knowledge. Cambridge: Cambridge University Press.
  • CONNELL, J. P. and ILARDI, B. C. (1987). 'Self-system concomitants of discrepancies between children's and teachers' evaluations of academic competence', Child Development, 58,1297-1307.
  • CROLL, P. and MOSES, D. (1985). One in Five: The Assessment and Incidence of Special Educational Needs. London: Routledge and Kegan Paul.
  • DODDS, J. and LIN, C. (1992). 'Chinese teenagers' concerns about the future: a crossnational comparison', Adolescence, 27,106, 481-6.
  • ECHEBARRIA ECHABE, A., FERNANDEZ GUEDE, E., SANJUAN GUILLEN, C. and VALENCIA GARATE, J. F. (1992). 'Social representations of drugs, causal judgment and social perception', European Journal of Social Psychology, 22,73-84.
  • ERIKSON, E. (1968). Identity: Youth and Crisis. London: Faber.
  • FORSYTH, D. R. (1986). 'An attributional analysis of students' reactions to success and failure.' In: FELDMAN, R. S. (Ed) The Social Psychology of Education: Current Research and Theory. New York: Cambridge University Press.
  • FRIEDMAN, I. A. (1991). 'Areas of concerns and sources of advice for Israeli adolescents', Adolescence, 26,104, 967-76.
  • GALLAGHER, M., MILLAR, R., HARGIE, O. and ELLIS, R. (1992). 'The personal and social worries of adolescents in Northern Ireland: results of a survey', British Journal of Guidance and Counselling, 20, 3, 274-90.
  • HARGREAVES, A., EARL, L. and RYAN, J. (1996). Schooling for Change: Reinventing Education for Early Adolescents. London: Palmer Press.
  • HARROP, A. and HOLMES, M. (1993). 'Teachers' perceptions of their pupils' views on rewards and punishments', Pastoral Care in Education, 11,1, 30-5.
  • HAU, K. T. and SALJLI, F. (1990). 'Examination result attribution, expectancy and achievement goals among Chinese students in Hong Kong', Educational Studies, 16, 1, 17-31.
  • HEWSTONE, M. (1989). Causal Attribution: From Cognitive Processes to Collective Beliefs. Oxford: Blackwell.
  • HEWSTONE, M., JASPARS, J. and LALLJEE, M. (1982). 'Social representations, social attribution and social identity: the intergroup images of "public" and "comprehensive" schoolboys', European Journal of Social Psychology, 12, 242-69.
  • HOK KAAU T'UAN (1985). Cho chung hok shang shik ying man tai kap kaau hok kin yi [A Study of Junior Secondary Students' Adjustment Concerns and Suggestions for Teaching]. Hong Kong: Ching Man.
  • HUI, E. K. P. (1997). Students' concerns, their causes, and school guidance: students' and teachers' perceptions. Doctoral dissertation, University of London Institute of Education.
  • HUI, E. K. P. (1998). 'Guidance in Hong Kong schools: students' and teachers' beliefe', British Journal of Guidance and Counselling, 26, 3, 435-48.
  • HUI, E. K P. (2000). 'Personal concerns and their causes: perceptions of Hong Kong Chinese adolescent students', Journal of Adolescence, 23, 189-203.
  • ISRALOWITZ, R. E. and ONG, T. H. (1990). 'Singapore youth: the impact of social status on perception of adolescent problems', Adolescence, 25, 98, 358-62.
  • ITSKOWrrZ, R., NAVON, R. and STAUSS, H. (1988). 'Teachers' accuracy in evaluating students' self-image: effect of perceived closeness', Journal of Educational Psychology, 80, 337-51.
  • JACKSON, P. W. (1990). Life in Classrooms. New York: Teachers College Press.
  • JONES, E. E. and NISBETT, R. E. (1972). 'The actor and the observer: divergent perceptions of the causes of behaviour.' In: JONES, E. E., KANOUSE, D. E., KELLEY, H. H., NISBETT, R. E0VALINS, S. and WEINER, B. (Eds) Attribution: Perceiving the Causes of Behaviour. Morristown: General Learning Press.
  • KUIPER, N. A. and ROGERS, T. B. (1979). 'Encoding of personal information: self-other difference', Journal of Personality and Social Psychology, 37, 4, 499-511.
  • LI, S. F. and NG, R. N. K. (1992). Life Stressors and Help-seeking Behaviour of Secondary School Students in Kwun Tong: A Comprehensive Study of Students' and their Teachers' Perception. Hong Kong: Kwun Tong District Committee on Promotion of Mental Health Education.
  • MOK, T. K., CHONG, C. Y, YIP, C. Y, YAN, L. T, NGAI, K. Y, MAK, T. K., HUNG, S. L. and LI, M. C. (1990). Psychological Well-being of Secondary School Students and their Family System in Hong Kong (Occasional Papers Series No. 2). Hong Kong: Baptist College.
  • MORRIS, P. (1983). 'Teachers' perception of their pupils: a Hong Kong case study', Research in Education, 29, 81-6.
  • MOSCOVICI, S. (1981). On social representations.' In: FORGES, J. P. (Ed) Social Cognition: Perspectives on Everyday Understanding. London: Academic Press.
  • MOSCOVICI, S. (1988). 'Notes towards a description of social representations', European Journal of Social Psychology, 18, 211-50.
  • MOSCOVICI, S. and HEWSTONE, M. (1983). 'Social representations and social explanations: fiom the "naïve" to the "amateur" scientist' In: HEWSTONE, M. (Ed) An Attribution Theory: Social and Functional Extensions. Oxford: Blackwell.
  • MUGNY, G. and CARUGATI, F. (1989). Social Representations of Intelligence. Cambridge: Cambridge University Press.
  • PORTEOUS, M. A. (1979). 'A survey of the problems of normal fifteen year olds', Journal of Adolescence, 2, 307-23.
  • PORTEOUS, M. A. (1985). Problem Checklist: Manual. Windsor: NFER-NELSON.
  • ROGERS, C. (1982). A Psychology of Schooling. London: Routledge and Kegan Paul.
  • SAHIN, P. and SAHIN, N. H. (1995). 'Dimensions of concerns the case of Turkish adolescents', Journal of Adolescence, 18, 49-69.
  • SHARP, S. and THOMPSON, D. (1992). 'Source of stress: a contrast between pupil perspectives and pastoral teachers' perceptions', School Psychology International, 13, 229-42.
  • SHEK, D. (1988). 'Mental health of secondary school students in Hong Kong: an epidemiological study using the General Health Questionnaire', International Journal of Adolescent Medicine and Health, 3, 191-215.
  • SIGEL, I. E. (1985). Parental Belief Systems. Hillsdale, NJ: Erlbaum.
  • STARK, L. J., SPIRITO, A., WILLIAMS, C. A. and GUEVREMONT, D. C. (1989). 'Common problems and coping strategies. 1: Findings with normal adolescents', Journal of Abnormal Child Psychology, 17, 2, 203-12.
  • STERNBERG, R. J. (1985). 'Implicit theories of intelligence, creativity, and wisdom', Journal of Personality and Social Psychology, 49, 3, 607-27.
  • TAJFEL, H. and TURNER, J. C. (1986). 'The social identity theory of intergroup behaviour.' In: WORCHEL, S. and AUSTIN, W. G. (Eds) Psychology of Intergroup Relations. Chicago: Nelson-Hall.
  • TAYLOR, D. M. and JAGGI, V. (1974). 'Ethnocentrism and causal attribution in a south Indian context', Journal of Cross-Cultural Psychology, 5, 2,162-71.
  • WEINER, B. (1972). 'Attribution theory, achievement motivation, and the educational process', Review of Educational Research, 42, 203-15.
  • WEINER, B. (1979). 'A theory of motivation for some classroom experiences', Journal of Educational Psychology, 71, 3-25.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.