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Article: Hong Kong students' and teachers' beliefs on students' concerns and their causal explanation

TitleHong Kong students' and teachers' beliefs on students' concerns and their causal explanation
Authors
KeywordsBeliefs
Causal Explanation
Mismatch
Student Concerns
Student Perception
Teacher Perception
Issue Date2001
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.asp
Citation
Educational Research, 2001, v. 43 n. 3, p. 279-284 How to Cite?
AbstractThis paper is based on research investigating Hong Kong Chinese teachers' and students' perceptions of junior secondary students' concerns and of the causes of students' difficulties. Responses from 2,045 secondary students and 214 teachers revealed that both students and teachers had similar systems of beliefs about students' concerns and the causes of students' difficulties. As dimensions of most students' concerns, both groups referred to study and educational future; friendship; physical appearance; relationships at home, with peers and at school; and psychological well-being and maladjusted behaviour. Both groups in various degrees attributed students' difficulties to students themselves, the family, school or peers. Employing Moscovici's theory of social representation as a conceptual framework, the findings illustrated that students' concerns and causal attribution are social representations shared by both student and teacher groups. Mismatch between students' and teachers' perceptions was more a divergence of views than a disparity. Students' and teachers' different social identities and their protection of group self-esteem are offered as an explanation for the mismatch in perception.
Persistent Identifierhttp://hdl.handle.net/10722/175378
ISSN
2015 Impact Factor: 0.589
2015 SCImago Journal Rankings: 0.490
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHui, EKPen_US
dc.date.accessioned2012-11-26T08:58:36Z-
dc.date.available2012-11-26T08:58:36Z-
dc.date.issued2001en_US
dc.identifier.citationEducational Research, 2001, v. 43 n. 3, p. 279-284en_US
dc.identifier.issn0013-1881en_US
dc.identifier.urihttp://hdl.handle.net/10722/175378-
dc.description.abstractThis paper is based on research investigating Hong Kong Chinese teachers' and students' perceptions of junior secondary students' concerns and of the causes of students' difficulties. Responses from 2,045 secondary students and 214 teachers revealed that both students and teachers had similar systems of beliefs about students' concerns and the causes of students' difficulties. As dimensions of most students' concerns, both groups referred to study and educational future; friendship; physical appearance; relationships at home, with peers and at school; and psychological well-being and maladjusted behaviour. Both groups in various degrees attributed students' difficulties to students themselves, the family, school or peers. Employing Moscovici's theory of social representation as a conceptual framework, the findings illustrated that students' concerns and causal attribution are social representations shared by both student and teacher groups. Mismatch between students' and teachers' perceptions was more a divergence of views than a disparity. Students' and teachers' different social identities and their protection of group self-esteem are offered as an explanation for the mismatch in perception.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.aspen_US
dc.relation.ispartofEducational Researchen_US
dc.subjectBeliefsen_US
dc.subjectCausal Explanationen_US
dc.subjectMismatchen_US
dc.subjectStudent Concernsen_US
dc.subjectStudent Perceptionen_US
dc.subjectTeacher Perceptionen_US
dc.titleHong Kong students' and teachers' beliefs on students' concerns and their causal explanationen_US
dc.typeArticleen_US
dc.identifier.emailHui, EKP: eadaoin@hkucc.hku.hken_US
dc.identifier.authorityHui, EKP=rp00906en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/00131880110081044en_US
dc.identifier.scopuseid_2-s2.0-0040376159en_US
dc.identifier.hkuros68272-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0040376159&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume43en_US
dc.identifier.issue3en_US
dc.identifier.spage279en_US
dc.identifier.epage284en_US
dc.identifier.isiWOS:000172189500004-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridHui, EKP=34467611100en_US
dc.customcontrol.immutablesml 140624-

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