Results | Kerko

Correia, A., & Teixeira, V. (2017). Catholic schools and inclusive education in Macao: a journey of a thousand miles. EDUCA - International Catholic Journal of Education, 3. https://educa.fmleao.pt/wp-content/uploads/2017/06/Educa_3_06_Correia_Ana_M.-Teixeira_Vitor_S.pdf

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Figueiredo, S., Simões, E., Martins, M. A., & Fernandes da Silva, C. (2017). Non-Native Raters and Native Speech: Other Perspective for the Research on Comprehensibility of Second Language Input. Synergy, 5, 15–20. http://synergypublishers.com/downloads/ijslpav5a3/

Abstract: This study examines how specific variables such as age, first language, nationality, school grade and socioeconomic status (SES) affect the comprehensibility of second language (L2) speech in 92 second/non-native language learners. Comprehensibility refers to the degree of speech understanding. Fluency, rhythm, grammatical features and word stressing are concurrent factors for the listening comprehension (and the listener comprehensibility) mainly in L2 context. Research evidence focused the quality and differences of speech samples produced by the L2 learners and the comprehensibility rated by native speakers. In reverse scenario there is less evidence on the judgment of L2 learners for speech samples produced by native speakers. In this study we analysed if the comprehensibility ability of 92 young Portuguese L2 learners differ in the following conditions: age, nationality, home language, school grade, proficiency and socioeconomic status. Speech (one text) was recorded by a native speaker and was judged by L2 speakers using 1-5 Likert scale for comprehension difficulty. Main results showed that neither age nor home language had influence for comprehensibility, but socioeconomic, nationality and grades accounted for statistical differences between the groups tested. Also, data suggested that phonetic features are more likely important for the beginner in second language learning compared to the semantic features of speech that heavily depend on vocabulary domain. Keywords: Speech comprehensibility, nationality, grades, socioeconomic status, second language. Read more →

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Kuok, A. C. H. (2020). Are Work Engaged Employees Perceive Career Success? A Study of Hospitality at Macau. Journal of Hospitality, 2(1–2), 30–48. http://htmjournals.com/jh/index.php/jh/article/view/19

This study examined 206 casino dealers in hospitality at Macau to investigate the extent of their subjective career success and work engagement. Casino dealers were work engaged, but their subjective career success was fairly low, with significant difference between them, which indicates they have cognitive dissonance about their jobs. Several personality variables (emotional suppression and work ethic), organizational variables, i.e., organizational socialization (training, understanding, coworker support, future prospects), and distributive justice, were assessed in relation to subjective career success and work engagement. Organizational socialization, work ethic, and distributive justice were positively correlated with and predictors of subjective career success and work engagement; while emotion suppression was negatively correlated with and predictor of work engagement. This study provides evidence of extending the theories of subjective career success and work engagement in Chinese society and hospitality. Also, it identifies factors that could resolve the employees’ cognitive dissonance, and implementations for management were discussed.

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Kuok, A. C. H., Teixeira, V., Forlin, C., Monteiro, E., & Correia, A. (2020). The Effect of Self-Efficacy and Role Understanding on Teachers’ Emotional Exhaustion and Work Engagement in Inclusive Education in Macao (SAR). International Journal of Disability, Development and Education, 1–19. https://doi.org/10.1080/1034912X.2020.1808949

This study examined responses from 508 full-time teachers working in inclusive schools in Macao (SAR). The intention was to understand the teachers’ perceptions about their roles and how they responded to inclusive practices in their school. Teachers’ perceived levels of emotional exhaustion and cognitive work engagement were assessed in relation to several professional competencies (self-efficacy with using inclusive instruction, collaborating with parents and paraprofessionals, and managing disruptive behaviours), as well as the organisational variable of role understanding. Regression analysis showed that teachers’ self-efficacy with using inclusive instruction was found to be the most powerful negative predictor of emotional exhaustion; while self-efficacy for managing disruptive behaviours was a positive predictor of teachers’ cognitive work engagement. Teachers’ level of understanding of their role and that of their schools was a negative predictor of emotional exhaustion and a positive predictor of cognitive work engagement. Moreover, it further confirmed that the concept of co-existence between work engagement and burnout can be applied to inclusive teachers. Results were interpreted in relation to management in inclusive schools in Macao and were followed by a discussion on the implications of enhancing inclusive education.

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Ho, J. C. K. (2015). Macau, Are We Ready? Challenges On Healthcare Delivery in Nursing Home Settings (QNQ Study - Phase Two) [Research Report]. University of Saint Joseph.

Munoz-Agcaoili, S. (2015). Domestic Violence in Macao: Its Socio-Cultural, Psychological and Economic Perspectives to Public Policy Making [Research Report]. University of Saint Joseph.

Found, A., & Sam, D. (2013). Gender, sibling position and parental expectations: A study of Chinese college students. Journal of Family Studies, 19(3), 285–296. https://doi.org/10.5172/jfs.2013.19.3.285

Differences in parental expectations related to cultural background, gender and sibling position were investigated among Chinese college students in Macau. Three-hundred and forty-four Chinese college students completed a questionnaire which included measures of parental expectations and psychological distress, as well as information about their gender, cultural background (Mainland China or Macau) and sibling position. Participants born in mainland China reported significantly higher perceived parental expectations (PPE) compared with students from Macau. Contrary to predictions, there was no evidence of a difference in PPE in relation to gender or being the first-born sibling. These findings are discussed in terms of changes in family values and parental attitudes within Chinese society over the past few decades.

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Found, A., & Duarte, C. (2013). The etiology of mental disorders: public endorsement of traditional Chinese beliefs in Macau. The International Journal of Social Psychiatry, 59(8), 789–800. https://doi.org/10.1177/0020764012456811

BACKGROUND: Public beliefs concerning the causes of mental disorders are important in their effective treatment. The relative importance of public beliefs related to the etiology of mental disorders among Chinese populations and their relationship to other attitudes to mental disorders are poorly understood. AIMS: To investigate the endorsement of beliefs related to the etiology of mental disorders in Macau, in particular, traditional Chinese beliefs, and to explore their relationship to general attitudes towards mental disorders. METHODS: A survey of 361 members of the public measured attitudes towards 32 possible causes of mental disorders as well as contact with and social distance from individuals with a mental disorder. RESULTS: The results indicated that traditional Chinese beliefs were ranked with relatively low importance compared with psychosocial causes. Traditional beliefs related to two underlying factors and were significantly higher in participants with lower education levels. There was a significant negative correlation between endorsement of traditional beliefs and contact with individuals with a mental disorder and a significant positive correlation between endorsement of traditional beliefs and desired social distance from individuals with a mental disorder. CONCLUSION: Factors underlying traditional Chinese beliefs concerning the causes of mental disorders are associated with more negative attitudes towards individuals with a mental disorder, with such beliefs more strongly endorsed by those with relatively lower education levels.

Correia, A., & Teixeira, V. (2017). “The will and the way of inclusive education in Macao”,. Asian Education and Development Studies, 6(4), 401–413. https://doi.org/https:// doi.org/10.1108/AEDS-05-2016-0040

Correia, A., Teixeira, V., Monteiro, E., & Kuok, A. C. H. (2017). Inclusive education in Macao: Teachers’ perceptions and attitudes [Research Report]. University of Saint Joseph.

Kuok, A.C.H., & Taormina, R. J. (2017). Work engagement: Evolution of the concept and a new inventory. Psychological Thought,. 2(10), 262–287.

Mordeno, I. G., Nalipay, M. J. N., Coteriano, C., & Leong, S. U. (2017). Examining the Factor Structure of the Victorian Gambling Screen in Chinese Casino Workers. Current Psychology, 1–10. https://doi.org/https://doi.org/10.1007/s12144-017-9699-0