Abstract

Little research exists on the emotional health of expatriate spouses in international relocation. This study clarified how primary constructs identified in the expatriate research (e.g., cultural differences, personality, social support) and theories of voluntariness related to the psychological health of expatriate spouses in Hong Kong. Using hierarchical regression, psychological health emerged as a relevant outcome in relocation as well as a mediator of the relationship between other variables and intent to stay in the international setting. In support of hypotheses, social support mediated the relationship between personality and psychological health. The relationship between voluntariness and intent to stay, as well as that of social support and intent to stay, appeared to be fully mediated by psychological health. This study clarifies prior research, identifying psychological health as a route through which other variables may impact intent to stay in the international setting. Findings have implications for counselors working with families relocating internationally and warrant more attention to ways to enhance the psychological health of expatriate spouses in international settings.

Keywords: psychological health; social support; international relocation; expatriate spouses; adjustment

摘要

目前，很少有關遷居別國異地配偶情緒健康的研究。本研究釐清駐外研究（expatriate research）的主要構念（例如文化差異、個性、社會支援）及自願性與香港異地配偶心理健康的關係。利用階層迴歸分析，心理健康情況既是遷居的相關結果，亦是其他變量與留居別國意願的中介因素。與本研究的假設一致，社會支援是個性與心理健康關係的中介因素，而心理健康亦是自願性與留居意願和社會支援與留居意願這兩方面關係的中介因素。本研究釐清了之前研究的問題，指出其他變量經過心理健康這通道而影響留居別國意願。研究有助輔導員輔導由別國遷居的家庭，確認必須更加關注如何增進遷居別國異地配偶的心理健康。

關鍵詞：心理健康；社會支援；遷居別國；異地配偶；適應

摘要

根據細緻加工可能性模型，決定態度改變路徑的條件有二：個人捲入事件的程度和個體加工相關信息的能力。本研究以當事人對咨詢會談中咨詢師所傳達信息的理解能力為相關信息加工能力的操作定義，在真實咨詢情境中檢驗了細緻加工可能性模型的效度。使用咨詢師評定表、語意區分態度量表、想法列表協議，以及自編當事人信息理解程度評定表，對70位當事人進行測量。測量變量包括：當事人對咨詢師可信性的知覺、當事人對咨詢師所提供信息的態度，以及當事人對信息的理解能力。根據細緻加工可能性模型的假設，以當事人對信息的理解能力為調節變量，調節咨詢師可信性對當事人態度的影響，理解能力愈高，可信性對態度的影響愈小。研究結果顯示：當事人信息理解能力的調節效應顯著。調節效應的具體形式為：當事人對信息的理解能力愈高，可信性對態度的影響愈明顯。本文亦討論了研究中存在的共同方法偏差及其影響。

關鍵詞：細緻加工可能性模型；調節效應；咨詢師可信性；當事人信息理解能力

Abstract

According to the Elaboration Likelihood Model (ELM), there are two conditions (high personal involvement and the ability to process relevant information) that determine which route individuals will choose in changing attitude. With operationally defining the ability to process issue-relevant information as the client’s ability in understanding the information delivered in counseling sessions, in this study, the validity of ELM application in counseling was examined in a study using data collected from real counseling sessions in China. A total of 70 clients completed Thoughts-Listing Protocol, Semantic Differentials, and Counselor Rating Form – Short, which assessed, respectively, their ability in understanding relevant information, their attitude toward the information delivered in counseling sessions, and their perception on therapist’s credibility. The results of hierarchical multilevel regression showed that the moderator effect of clients’ ability in understanding was significant. That is, a client’s ability of understanding the information delivered by the therapist significantly moderated the relationship between the therapist’s credibility and the client’s attitude. A larger effect of therapist’s credibility on client’s attitude was revealed for the participants at a higher level of ability in understanding than that for those with a lower level of ability. Finally, the authors discussed the limitations (e.g., common method bias) in the present study.

Keywords: Elaboration Likelihood Model; moderation effect; therapist’s credibility; client’s ability in understanding information

Abstract

In recent years, increasing importance has been placed on enhancing the knowledge, skills, attitudes, and competencies of university students in China related to career and talent development. There is therefore an increasing need for guidance activities and assessment tools for this purpose. In this study, we examined the validity, reliability (internal consistency) and factorial structure of the Career and Talent Development Self-Efficacy Scale (CTD-SES) using a sample of 466 university students in the Chinese mainland. Results from exploratory factor analyses suggested some necessary modifications to the original “three primary factors plus higher factor” model underpinning the CTD-SES. Goodness of fit was improved through specific path modifications to the original model, as assessed by confirmatory factor analyses. The present study supported the psychometric properties of the CTD-SES when used with a different age group and in a different Chinese community from that used in the original study in Hong Kong.

Keywords: career development; talent development; work habits; self-efficacy; validity; China; university students

摘要

近年，中國內地大學愈來愈重視提升其學生在事業和才能發展方面的知識、技能、態度和能力。為此，對輔導活動和評估工具的需求亦日益增加。本研究以466名中國內地大學生為樣本，探討「事業及才能發展自我效能量表」的效度、信度（內部一致性）和因素結構。探索性因素分析的結果顯示，需要修訂該量表原初的「三基本因素加一高階因素」的模型。從驗證性因素分析可見，修訂了原初模型的路徑後，量表的適配度提高了。本研究把該量表應用於與原初香港研究不同的年齡組群和不同的華人社區，結果仍是支持該量表的心理計量特性。

關鍵詞：事業發展；才能發展；工作習慣；自我效能；效度；中國；大學生

Abstract

This study was conducted in a Hong Kong secondary school and investigated teachers’ views of a nontraditional reporting system referred to as “the narrative student report.” The report facilitates delivery of descriptive feedback to students to encourage their development as self-regulated learners. A single location case-study was used with ethnographic components (long-term observation in natural setting, interviews, discussion). Information was collected mainly from observations and individual interviews with 15 teachers. The school is an “inviting school” that has adopted the Invitational Education model as a way of energizing students to realize their full potential. The findings here confirmed data from a previous study that examined students’ views of the same system. The students identified four crucial influences that affect the success of the system. To this list, teachers here have added three more influences — teachers’ shared beliefs, various learning opportunities, and teachers’ professional development. The findings are interpreted from the perspective of invitational education.

Keywords: feedback; inviting school; reporting system for learning and development

摘要

本研究在一所香港中學進行，旨在探討教師對一個新穎的成績報告系統（亦稱作「敘事式學生成績報告」）的看法。該成績報告向學生提供描述式的回饋，藉此鼓勵他們發展成為自主學習者。研究採用了定點單案例的方法，配合人類誌的部分策略（包括長時間在一個真實情境中觀察，訪談及討論）來進行，資料主要來自觀察，以及與校內十五位教師的個別訪談。研究在一所「啟發潛能學校」內進行，該校一直採用啟發潛能教育模式來推動學生發揮他們的潛能。是次研究結果肯定了之前探討學生對同一系統的看法。學生曾指出對該系統成功的四個主要影響因素，在此之上，教師在本研究中再多加三個因素，分別是教師的共同信念、不同類型的學習機會，以及教師的專業發展。本文會以啟發潛能教育的角度分析和討論這些發現。

關鍵詞：回饋；啟發潛能學校；促進學習與成長的成績報告系統