Factors influencing school connectedness: Chinese adolescents' perspectives

Mantak Yuen; Patrick S.Y. Lau; Queenie A.Y. Lee; Norman C. Gysbers; Raymond M C CHAN; Ricci W. Fong; Y. B. Chung; Peter M.K. Shea

doi:10.1007/s12564-011-9176-7

Factors influencing school connectedness: Chinese adolescents' perspectives

Mantak Yuen^*, Patrick S.Y. Lau, Queenie A.Y. Lee, Norman C. Gysbers, Raymond M C CHAN, Ricci W. Fong, Y. B. Chung, Peter M.K. Shea

^*Corresponding author for this work

Research output: Contribution to journal › Journal article › peer-review

26 Citations (Scopus)

Abstract

This study explored the concept of school connectedness and the factors that may influence its development with a sample of Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number of key influences affecting its development. These factors could be grouped under several domains including teacher care, peer relations, broader school relationships, school disciplinary policies and practices, activities within the school's guidance and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies that schools might introduce to enhance and strengthen students' acquisition of connectedness to school. The implications from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program in Hong Kong.

Original language	English
Pages (from-to)	55-63
Number of pages	9
Journal	Asia Pacific Education Review
Volume	13
Issue number	1
DOIs	https://doi.org/10.1007/s12564-011-9176-7
Publication status	Published - Mar 2012

Scopus Subject Areas

Education

User-Defined Keywords

Adolescents
Chinese
Comprehensive school guidance and counseling program
High school
Positive youth
School connectedness

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10.1007/s12564-011-9176-7

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title = "Factors influencing school connectedness: Chinese adolescents' perspectives",

abstract = "This study explored the concept of school connectedness and the factors that may influence its development with a sample of Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number of key influences affecting its development. These factors could be grouped under several domains including teacher care, peer relations, broader school relationships, school disciplinary policies and practices, activities within the school's guidance and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies that schools might introduce to enhance and strengthen students' acquisition of connectedness to school. The implications from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program in Hong Kong.",

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author = "Mantak Yuen and Lau, {Patrick S.Y.} and Lee, {Queenie A.Y.} and Gysbers, {Norman C.} and CHAN, {Raymond M C} and Fong, {Ricci W.} and Chung, {Y. B.} and Shea, {Peter M.K.}",

note = "Funding Information: Acknowledgments The preparation of this paper was partly funded by the Hong Kong Research Grant Council (HKU 7453/06H). We are grateful to Ms. Sherin Ke, Mr. Jason Kam, Ms. Winnie Li, and Mr. Peter Westwood for their input to the project. The project would not have been completed without the generous support of teachers, guidance personnel, and students in the participating schools. Their valuable contribution to the research is greatly appreciated.",

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AU - Yuen, Mantak

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AU - CHAN, Raymond M C

AU - Fong, Ricci W.

AU - Chung, Y. B.

AU - Shea, Peter M.K.

N1 - Funding Information: Acknowledgments The preparation of this paper was partly funded by the Hong Kong Research Grant Council (HKU 7453/06H). We are grateful to Ms. Sherin Ke, Mr. Jason Kam, Ms. Winnie Li, and Mr. Peter Westwood for their input to the project. The project would not have been completed without the generous support of teachers, guidance personnel, and students in the participating schools. Their valuable contribution to the research is greatly appreciated.

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N2 - This study explored the concept of school connectedness and the factors that may influence its development with a sample of Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number of key influences affecting its development. These factors could be grouped under several domains including teacher care, peer relations, broader school relationships, school disciplinary policies and practices, activities within the school's guidance and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies that schools might introduce to enhance and strengthen students' acquisition of connectedness to school. The implications from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program in Hong Kong.

AB - This study explored the concept of school connectedness and the factors that may influence its development with a sample of Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number of key influences affecting its development. These factors could be grouped under several domains including teacher care, peer relations, broader school relationships, school disciplinary policies and practices, activities within the school's guidance and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies that schools might introduce to enhance and strengthen students' acquisition of connectedness to school. The implications from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program in Hong Kong.

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Factors influencing school connectedness: Chinese adolescents' perspectives

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