摘要

過去，不少學者對反應型及操控型攻擊性的分類以及其在性別和年齡的發展上都持有不同觀點。本研究是首個就這兩類攻擊行為在香港進行的橫斷面研究，受試者為5,615名11–15歲學童。從驗證性因素分析－模型擬合指數顯示，雙因素模型所有的指數和單因素模型的指數有顯著差異，因此前者較後者能更好地解釋攻擊行為。男性的操控型攻擊性與其年齡有顯著的正相關。相反，反應型攻擊性與性別並無顯著關係，只隨年齡增長有少許增加。結果顯示，反應型及操控型攻擊性有顯著的差異。

Abstract

This is a pioneer study on the developmental trajectories of proactive and reactive aggression in Hong Kong. Previous studies have questioned whether proactive and reactive aggression can be meaningfully distinguished, and whether there are clear gender or age differences in these two forms of aggression. This cross-sectional study tests the hypothesis that proactive and reactive aggression differ across ages, that males in particular will show higher levels of proactive aggression, and that a two-factor (reactive-proactive) model of aggression provides a better fit to the data than a one-factor (general) model. The Reactive-Proactive Questionnaire was administered to 5,615 male and female schoolchildren of 11–15 years old. Confirmatory factor analysis demonstrated that the two-factor model was a significantly better fit than the one-factor model. Proactive aggression increased significantly with age in males but not in females, whereas reactive aggression showed no gender difference and only a minimal age increase. Results challenge the notion that reactive and proactive aggression are indistinguishable forms of aggression and instead suggest the presence of meaningful differences between these aggression forms.

摘要

本文論述當今香港青少年追星普遍存在的三個顯著問題──偶像崇拜商品化、偶像崇拜單一化、偶像崇拜極端化。接着，本文探討了榜樣化教育的必要，以及偶像與榜樣、偶像化與榜樣化的區別。最後，本文提出偶像榜樣化教育的基本理念和操作原則──參與性原則、批判性原則、疏導性原則和自助性原則。偶像榜樣化教育旨在建立多元化的偶像崇拜模式，淡化對偶像的頂禮膜拜，強化對偶像的榜樣學習，學會批判思維。

Abstract

This article advocates the concept and principles of “idol transformation education” (ITE) for enhancing critical thinking in idol worship among young people in Hong Kong. First, it discusses the three common problems of idolatrous behaviors in Hong Kong — commercialization of idolatry, homologization of idolatry, and immoderation of idolatry. It then addresses the conceptual differences between an idol and a role model as well as that between idolization and emulation. Finally, it proposes to implement the ITE by helping students to: (1) perceive all star idols of fame and glamour as role models of achievement and self-aspiration; (2) become critical of the features, talents, and characteristics of admired idols; (3) use idol worship as a way of facilitating self-growth and self-development. Taken together, it is hoped that the ITE can promote critical thinking, autonomy, and identity formation in adolescents.

摘要

本文論述當今香港青少年追星普遍存在的三個顯著問題──偶像崇拜商品化、偶像崇拜單一化、偶像崇拜極端化。接着，本文探討了榜樣化教育的必要，以及偶像與榜樣、偶像化與榜樣化的區別。最後，本文提出偶像榜樣化教育的基本理念和操作原則──參與性原則、批判性原則、疏導性原則和自助性原則。偶像榜樣化教育旨在建立多元化的偶像崇拜模式，淡化對偶像的頂禮膜拜，強化對偶像的榜樣學習，學會批判思維。

Abstract

This article advocates the concept and principles of “idol transformation education” (ITE) for enhancing critical thinking in idol worship among young people in Hong Kong. First, it discusses the three common problems of idolatrous behaviors in Hong Kong — commercialization of idolatry, homologization of idolatry, and immoderation of idolatry. It then addresses the conceptual differences between an idol and a role model as well as that between idolization and emulation. Finally, it proposes to implement the ITE by helping students to: (1) perceive all star idols of fame and glamour as role models of achievement and self-aspiration; (2) become critical of the features, talents, and characteristics of admired idols; (3) use idol worship as a way of facilitating self-growth and self-development. Taken together, it is hoped that the ITE can promote critical thinking, autonomy, and identity formation in adolescents.

摘要

本研究調查了高中教師對香港高中生輔導活動實施情況的觀感，有84所中學共358名班主任、69名輔導教師及65名升學及事業輔導教師完成問卷。研究結果顯示，他們學校在推行輔導活動（如成長課程、回應需要的服務、個別學生計劃和系統上的支援）方面均已達到合理水平。最後，作者會討論班主任、輔導教師和事業輔導教師所接受過的不同輔導培訓，以及他們於課餘與學生傾談的時間差異。

Abstract

This study examined high school teachers’ perceptions on the implementation of comprehensive guidance and counseling program in Hong Kong schools. A total of 358 class teachers, 69 guidance teachers and 65 career teachers from 84 secondary schools participated and completed the survey questionnaire. Findings indicated that guidance and counseling activities (including guidance curriculum, individual planning, responsive services, and system support activities) were implemented in these schools to reasonable levels. The differences in guidance training and time spent in student-teacher talk among class teachers, guidance teachers and career teachers were discussed.

Abstract

This study examined cultural values as resources for South Korean students’ adjustment to college. Both collectivistic and individualistic values were hypothesized to be important for South Korean students for continued harmonious relationships with their family, as well as adjustment to the new college environment. Survey data from 173 male and 88 female students included measures of cultural values (collectivism and individualism), academic and social college adjustment, and self-esteem (as an indicator of satisfaction with ones’ values choices). Collectivistic values were positively associated with academic adjustment and self-esteem for both men and women, and with social adjustment for women, but not men. Individualism was positively correlated with academic adjustment and self-esteem for men, but not women. Multiple regression analyses suggested the bicultural values hypothesis was not supported for women, and supported for men with regard to positive self-esteem. Adopting a mixture of individualistic and collectivistic values is discussed as part of a larger process of acquiring bicultural competence that may be necessary for success in increasingly Western-oriented Korean universities.

摘要

本研究以文化價值觀的角度，探討南韓大學生的適應問題。研究假設了無論是集體主義價值觀或個人主義價值觀，都對南韓學生保持與家庭的和諧關係以及適應新的大學環境有重要的作用。研究調查了173名男學生和88名女學生的文化價值觀（集體主義和個人主義）、在大學的學習適應和社會適應，以及自尊（反映了他們對自己價值觀取態的滿意程度）。集體主義價值觀與學習適應和自尊有正相關，男女皆然，但與社會適應的正相關只見於女性。個人主義價值觀與學習適應和自尊的正相關則只見於男性。多元回歸分析的結果顯示，二元文化價值的假設不適用於女性，但在自尊這項目上則適用於男性。最後，本文討論，在漸採西方模式的韓國大學，學生要成功或許必須培養二元文化素養，而融和集體主義價值觀和個人主義價值觀是培養這素養的一端。