Over the years, Hong Kong’s examination-driven learning environment has emphasised academic achievement more than social and emotional learning (SEL). Although the Hong Kong Government is now promoting all-round development, including strengthening students’ social and emotional competence (SEC), no explicit territory-wide policy on SEL has been implemented. In this chapter, the authors draw on recent developments in curriculum and recent research into personal best goals as a means to explore the SEL and SEC of students in Hong Kong. The chapter demonstrates that through ‘top-down’ approaches (e.g. the implementation of curriculum) and ‘bottom-up’ approaches (e.g. nurturing individual students’ personal goals and goal setting), there are significant opportunities to promote SEL and SEC in Hong Kong—and beyond. Copyright © 2017 Springer Nature Singapore Pte Ltd.
|Title of host publication||Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches|
|Editors||Erica FRYDENBERG, Andrew J. MARTIN, Rebecca J. COLLIE|
|Place of Publication||Singapore|
|ISBN (Print)||9789811033933, 9789811033940|
|Publication status||Published - 2017|
CitationWu, G. K. Y., & Mok, M. M. C. (2017). Social and emotional learning and personal best goals in Hong Kong. In E. Frydenberg, A. J. Martin, & R. J. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches (pp. 219-231). Singapore: Springer Singapore.
- Social and emotional learning
- Personal best goals
- Religious and moral education
- Catholic education
- Student attitudes towards school