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Personal and Environmental Factors Affecting Hong Kong High-Ability Students’ School Satisfaction

Published online by Cambridge University Press:  06 December 2017

Cici Sze-ching Lam ,
Patcy P.S. Yeung  and
Mantak Yuen
Cici Sze-ching Lam*
Affiliation:
The Education University of Hong Kong, New Territories, Hong Kong, P.R. China
Patcy P.S. Yeung
Affiliation:
Centre for Advancement in Inclusive and Special Education, Faculty of Education, The University of Hong Kong, Hong Kong, P.R. China
Mantak Yuen
Affiliation:
Centre for Advancement in Inclusive and Special Education, Faculty of Education, The University of Hong Kong, Hong Kong, P.R. China
*
address for correspondence: Cici Sze-ching Lam, The Education University of Hong Kong, New Territories, Hong Kong, P.R. China. Email: ep.cicilam@gmail.com
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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.

Keywords

Chinesehigh-ability adolescentsschool satisfactionsocio-emotional development
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 28 , Issue 2 , December 2018 , pp. 166 - 184
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Copyright
Copyright © The Author(s) 2017 

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