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Article: Meaning in life, connectedness, and life skills development in junior secondary school students: teachers’ perspectives in Hong Kong

TitleMeaning in life, connectedness, and life skills development in junior secondary school students: teachers’ perspectives in Hong Kong
Authors
KeywordsChinese
connectedness
hong Kong
life skills
meaning in life
Issue Date2021
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02643944.asp
Citation
Pastoral Care in Education, 2021, v. 39 n. 1, p. 67-83 How to Cite?
AbstractA student’s ‘meaning in life’ and his/her connectedness to school, friends and family are believed to be factors that influence the development of life skills. Teachers could be aware of these factors in their endeavours to foster ‘whole-person development’ in their students. In this small-scale study, twelve secondary school teachers participated in three focus groups and reported their perceptions of students’ meaning in life, connectedness and life skills. In general, they believed that having a definite goal means students have found preliminarily the meaning in life and the source of motivation. The teachers also observed that high achievers tend to set goals for future achievement, whereas the goals and aspirations of low achievers are much more short-term. Teachers suggested that development of students’ connectedness and life skills can be facilitated by the opportunity to converse with teachers, and the creation of a caring culture in schools that makes students feel valued. Conversely, parental expectations and strong academic orientation of the school may restrict students’ personal goal-setting. The findings have practical implications for teachers, counselling professionals and other support staff in schools because specific guidance activities can be devised to strengthen students’ connectedness, meaning in life, and life skills.
Persistent Identifierhttp://hdl.handle.net/10722/290036
ISSN
2023 Impact Factor: 0.9
2023 SCImago Journal Rankings: 0.447
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorYuen, M-
dc.contributor.authorLee, QAY-
dc.contributor.authorChung, YB-
dc.date.accessioned2020-10-22T08:21:06Z-
dc.date.available2020-10-22T08:21:06Z-
dc.date.issued2021-
dc.identifier.citationPastoral Care in Education, 2021, v. 39 n. 1, p. 67-83-
dc.identifier.issn0264-3944-
dc.identifier.urihttp://hdl.handle.net/10722/290036-
dc.description.abstractA student’s ‘meaning in life’ and his/her connectedness to school, friends and family are believed to be factors that influence the development of life skills. Teachers could be aware of these factors in their endeavours to foster ‘whole-person development’ in their students. In this small-scale study, twelve secondary school teachers participated in three focus groups and reported their perceptions of students’ meaning in life, connectedness and life skills. In general, they believed that having a definite goal means students have found preliminarily the meaning in life and the source of motivation. The teachers also observed that high achievers tend to set goals for future achievement, whereas the goals and aspirations of low achievers are much more short-term. Teachers suggested that development of students’ connectedness and life skills can be facilitated by the opportunity to converse with teachers, and the creation of a caring culture in schools that makes students feel valued. Conversely, parental expectations and strong academic orientation of the school may restrict students’ personal goal-setting. The findings have practical implications for teachers, counselling professionals and other support staff in schools because specific guidance activities can be devised to strengthen students’ connectedness, meaning in life, and life skills.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02643944.asp-
dc.relation.ispartofPastoral Care in Education-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in Pastoral Care in Education on 29 May 2020, available online: http://www.tandfonline.com/10.1080/02643944.2020.1774634-
dc.subjectChinese-
dc.subjectconnectedness-
dc.subjecthong Kong-
dc.subjectlife skills-
dc.subjectmeaning in life-
dc.titleMeaning in life, connectedness, and life skills development in junior secondary school students: teachers’ perspectives in Hong Kong-
dc.typeArticle-
dc.identifier.emailYuen, M: mtyuen@hku.hk-
dc.identifier.emailLee, QAY: qclee@hku.hk-
dc.identifier.authorityYuen, M=rp00984-
dc.identifier.authorityLee, QAY=rp02338-
dc.description.naturepostprint-
dc.identifier.doi10.1080/02643944.2020.1774634-
dc.identifier.scopuseid_2-s2.0-85086516280-
dc.identifier.hkuros316467-
dc.identifier.volume39-
dc.identifier.issue1-
dc.identifier.spage67-
dc.identifier.epage83-
dc.identifier.isiWOS:000544254200001-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0264-3944-

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