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Article: Promoting social-emotional learning in Chinese schools: a feasibility study of PATHS implementation in Hong Kong

TitlePromoting social-emotional learning in Chinese schools: a feasibility study of PATHS implementation in Hong Kong
Authors
Issue Date2011
PublisherEuropean Centre for Educational Resilience and Socio-Emotional Health (EDRES). The Journal's web site is located at http://www.enseceurope.org/journal/ENSECV3I1A.asp
Citation
The International Journal of Emotional Education, 2011, v. 3 n. 1, abstract 3, p. 30-47 How to Cite?
AbstractThis paper describes a pilot study of a reduced version of the PATHS Curriculum, a US-developed evidence-based SEL program, among schools in Hong Kong SAR (China). Three hundred and sixteen 12th grade students in three elementary schools participated in the study. A limited number of first grade PATHS lessons were adapted and translated into Chinese. Twelve teachers learned and adopted these lessons in their teaching. Students in these classrooms learned about different emotions and practiced self-control. The intervention lasted four months. After the intervention, students showed improvement in emotion understanding, emotion regulation and prosocial behavior. No change was observed in the level of children’s problem behaviors. Over 65% of the teachers reported a high degree of satisfaction and willingness to adopt the intervention. The effects of the intervention varied among schools, with variations in the level of intervention and principal support, but not in the quality of implementation. Discussion is focused on the factors that could shape the adoption and implementation of SEL programs, especially the role of the difference in school systems between Hong Kong and the United States.
Persistent Identifierhttp://hdl.handle.net/10722/145799
ISSN

 

DC FieldValueLanguage
dc.contributor.authorKam, CM-
dc.contributor.authorWong, LWL-
dc.contributor.authorFung, KMS-
dc.date.accessioned2012-03-15T01:45:51Z-
dc.date.available2012-03-15T01:45:51Z-
dc.date.issued2011-
dc.identifier.citationThe International Journal of Emotional Education, 2011, v. 3 n. 1, abstract 3, p. 30-47-
dc.identifier.issn2073-7629-
dc.identifier.urihttp://hdl.handle.net/10722/145799-
dc.description.abstractThis paper describes a pilot study of a reduced version of the PATHS Curriculum, a US-developed evidence-based SEL program, among schools in Hong Kong SAR (China). Three hundred and sixteen 12th grade students in three elementary schools participated in the study. A limited number of first grade PATHS lessons were adapted and translated into Chinese. Twelve teachers learned and adopted these lessons in their teaching. Students in these classrooms learned about different emotions and practiced self-control. The intervention lasted four months. After the intervention, students showed improvement in emotion understanding, emotion regulation and prosocial behavior. No change was observed in the level of children’s problem behaviors. Over 65% of the teachers reported a high degree of satisfaction and willingness to adopt the intervention. The effects of the intervention varied among schools, with variations in the level of intervention and principal support, but not in the quality of implementation. Discussion is focused on the factors that could shape the adoption and implementation of SEL programs, especially the role of the difference in school systems between Hong Kong and the United States.-
dc.languageeng-
dc.publisherEuropean Centre for Educational Resilience and Socio-Emotional Health (EDRES). The Journal's web site is located at http://www.enseceurope.org/journal/ENSECV3I1A.asp-
dc.relation.ispartofThe International Journal of Emotional Education-
dc.titlePromoting social-emotional learning in Chinese schools: a feasibility study of PATHS implementation in Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailKam, CM: cmkam@hkucc.hku.hk-
dc.identifier.emailWong, LWL: lancewlw@graduate.hku.hk-
dc.identifier.emailFung, KMS: msfung@hku.hk-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros186108-
dc.identifier.volume3-
dc.identifier.issue1-
dc.identifier.spage30-
dc.identifier.epage47-
dc.publisher.placeUnited Kingdom-

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