Personal and environmental factors affecting Hong Kong high-ability students' school satisfaction

Sze Ching Cici LAM, Patcy P.S. YEUNG, Mantak YUEN

Research output: Contribution to journalArticle

Abstract

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).
Original languageEnglish
Pages (from-to)166-184
JournalJournal of Psychologists and Counsellors in Schools
Volume28
Issue number2
Early online dateDec 2017
DOIs
Publication statusPublished - Dec 2018

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Aptitude
Hong Kong
environmental factors
Students
ability
school
student
self-regulation
student teacher
primary school
secondary school
personnel
adolescent
Motivation
Learning
Interviews
interview
learning
experience
Research

Citation

Lam, 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

Keywords

  • Chinese
  • High-ability adolescents
  • School satisfaction
  • Socio-emotional development