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. Copyright © 2017 The Author(s).
|Journal||Journal of Psychologists and Counsellors in Schools|
|Early online date||Dec 2017|
|Publication status||Published - Dec 2018|
CitationLam, C. S.-C., Yeung, P. P. S., & Yuen, M. (2018). Personal and environmental factors affecting Hong Kong high-ability students' school satisfaction. Journal of Psychologists and Counsellors in Schools, 28(2), 166-184. doi: 10.1017/jgc.2017.18
- High-ability adolescents
- School satisfaction
- Socio-emotional development