This research develops a theoretical model of self-learning of secondary students which is aligned with the Hong Kong education aims, based on sound theoretical and knowledge basis. This includes theorizing on the characteristics and process of self-learning, identifying key components (cognitive, affective, motivational, behavioral and contextual) in the self-learning process, as well as mapping the configuration and describing the dynamics of relationship among these components in the context of local education. The model is validated with empirical data from a representative sample of local students and schools on secondary students' self-learning process. Findings are going to inform local education reform.
|Effective start/end date||01/12/03 → 30/11/06|
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