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This study examines the psychometric properties of a Chinese version of the Engaged Teacher Scale (C-ETS). A translated questionnaire with 16 items was administered to a sample of 341 primary and secondary school teachers in Hong Kong. A series of confirmatory factor analyses were performed to assess the construct, convergent, and discriminant validity of the scale in alternative models. Results provide support for a second-order model with teacher engagement as an overarching construct with four hypothesized dimensions: emotional engagement, cognitive engagement, social engagement (students), and social engagement (colleagues). The C-ETS provides a useful measure for teacher engagement in Chinese societies. Contributions and limitations of the study are discussed.

Abstract: The Portuguese language poses several challenges for children in the initial phase of learning how to read, particularly in the case of letters that may correspond to more than one phoneme, two letters that correspond to a single phoneme and in the case of words containing complex syllabic structures. The objective of this study was to perform a psycholinguistic analysis of the reading errors of children, attending the 1st (n=175) and 2nd year (n=137) of schooling, specifically in the case of words containing digraphs or complex syllabic structures and to analyse the differences between children’s reading errors in these two years. An oral reading test was used for data collection. A quantitative and qualitative analysis of the type of reading errors was conducted using words with consonant digraphs (ch, nh, lh, gu, rr, ss), and words with complex syllables <CVC and CCV>. This analysis showed that children presented greater difficulties in some specific digraphs and tended to simplify complex syllables, either by adding or deleting phonemes. The quantity and quality of the reading errors of children attending both grades were discussed in light of reading acquisition theories and children’s phonological development.

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.

OBJECTIVES: To investigate the effects of different Chinese terms for mental illness and related symptoms on the attitudes of adolescents towards sufferers of a mental illness. METHODS: A survey of 578 secondary school students attending 4 schools in Macao was conducted. Each student read a short passage about a new student with a mental illness joining their class. Different versions used different labels to refer to the illness of the new student. The symptoms describing the new student also varied: either describing positive symptoms of schizophrenia or mild negative symptoms only. The attitudes of participants to the new student described were measured. RESULTS: There were significantly more negative attitudes towards the sufferer of a mental illness referred to with a psychiatric label, compared with a general label 'illness'. Participants also expressed significantly more negative attitudes when positive symptoms of schizophrenia were used to describe the new student. The results are discussed in terms of the influence of labels and symptoms on attitudes towards mental illness. CONCLUSIONS: These results supported the existence of 2 additive costs in terms of negative attitudes towards sufferers of mental illness, one associated with the label and the other associated with the symptoms.

Purpose – The purpose of this paper is to empirically investigate the extent of the reported low affective commitment compared to continuance commitment of Chinese casino dealers, to discern if there is a significant difference between the two types of commitment, and to identify factors that could explain the difference between them. Design/methodology/approach – Questionnaire data were obtained from 247 Chinese casino dealers working for the three major casino groups in Macau. Correlations and regressions were used to analyze the data. Findings – Dealers’ affective commitment was significantly lower than their continuance commitment, suggesting dealers do not like their jobs but do not leave them, which indicates they have cognitive dissonance about their jobs. Organizational socialization, organizational support, and supervisor integrity were positively correlated with affective commitment; while value of money, pay satisfaction, and neuroticism, were positively correlated with continuance commitment. Organizational support was the strongest predictor of affective commitment, while the value they place on money was the strongest predictor of continuance commitment. Practical implications – Casino managers could improve dealers’ affective commitment by facilitating their organizational socialization, especially training and rewards for their work, providing greater organizational support, and fair and supportive treatment from their supervisors. Originality/value – This is the first study to provide evidence of the difference between affective and continuance commitment in Chinese society, and identifies factors that influence each type of commitment, and may help resolve the employees’ dilemma about their jobs, which is an important concern for Chinese managers.

Introduction This study aimed to investigate elite athletes’ mental well-being, and to ascertain whether the personal factor resilience and the social factor social support can play a role in promoting mental well-being and life satisfaction. In addition, this is one of the first studies to investigate well-being among elite athletes who are from a region belonging to an unrecognised National Olympic Committee and are not eligible to join the Olympic Games. Material and methods Eighty-four full-time elite athletes (37 males, 47 females) with mean age of 22.36 years old participated in this quantitative research study. Formal letters describing the purpose and organiser of the study were sent to the sport entities in Macao asking their permission for the researchers to contact the elite athletes to participate in this study. After gaining the permission, the elite athletes belonging to these entities were approached individually, to inform them of the purpose of the study and receive their consent. Results Regression revealed that emotional support and adaptability of resilience were strong positive predictors of mental well-being. Additionally, mental well-being was found to be a strong positive predictor of life satisfaction. The results reflected that in elite athletes possessing high adaptability and receiving more emotional support could help to maintain their mental well-being. Conclusions Implications (based on the findings) are discussed in order to provide insights for policy makers or coaches how to promote elite athletes’ mental well-being.

Social workers’ work engagement and burnout were tested in relation to (a) personal variable, i.e., emotional intelligence; (b) organizational variables, i.e., work satisfaction and affective commitment. Regressions revealed emotional intelligence - controlling self – negatively predicted depersonalization and reduced personal accomplishment and positively predicted three facets of work engagement. Emotional intelligence - understanding others – was a negative predictor of reduced personal accomplishment. In addition, work satisfaction negatively predicted three components of burnout and positively predicted emotional work engagement. Affective commitment was a positive predictor of three facets of work engagement and negatively predicted reduced personal accomplishment. Implications for management are discussed.

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.

The aim of this study was to explore home–school collaboration in the areas of assessment, placement, and Individual Education Plan (IEP) development for children identified with disabilities or special educational needs (SEN) in Macao. Despite the noted benefits of parent–school partnerships from prior research, minimal research has been conducted from the perspective of parents of children with SEN to examine whether these partnerships materialize in the context of Macao. Participants included 115 parents of school-aged children diagnosed with SEN. They provided demographic information and completed a 36-item questionnaire derived from two validated instruments. The research identified a range of factors which hinder parental involvement in decision-making and in the inclusion of children with SEN in optimal ways in Macao schools. Parents indicated they were not receiving relevant information and assessment feedback from the teachers; they were minimally involved in the IEP process, and their children were not receiving one-to-one support, regardless of the type of placement. Parents also underlined issues related to the timing of assessment procedures. Parents of children attending special classes in regular schools voiced more satisfaction with support provision than parents of children following the full inclusion model. Recommendations about how services could be improved for greater parental involvement are discussed. Key Words: parental involvement, school–family collaboration, inclusion, special educational needs, Macao, Individual Education Plans, IEP

To determine whether living according to specific traditional Chinese cultural values was associated with satisfaction of the five needs in Maslow’s motivational hierarchy and overall life satisfaction, a mixed-method approach was employed, with an empirical questionnaire and supplemental interviews. The questionnaire assessed the hypothesized relationships that traditional Chinese values had with personal life outcomes, including health, employment, satisfaction of the five needs from Maslow’s hierarchy, and life satisfaction. The interviews examined the relationships that several demographic variables had with living by traditional Chinese values. The results of the empirical data revealed that most Chinese people today are still living according to the traditional Chinese cultural values, and that living by those traditional values are strongly associated with satisfaction of all five of the human needs in the Maslow hierarchy, as well as with overall life satisfaction. Additionally, the results of the qualitative interviews readily supported the empirical findings, and also revealed that the time during which inter-generational transmission of the Chinese cultural values occurs is when parents teach those values to their children at a very early age, that is, between 3 and 8 years old, before the children start primary school.

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 →

Abstract As the population of Chinese immigrants has been growing rapidly in the United States, it has been understudied on the parenting behaviours as well as the roles parental stress and social support playing in parenting in this group. This study investigated whether parental stress was associated with parenting and whether this relationship was mediated by social support in a sample of 255 Chinese immigrant parents from the Survey of Asian American Families in New York City. Regression analyses with a rich array of control variables found that a higher level of parental stress and the presence of one or more stressors such as unemployment, low income, and low education were positively associated with the use of harsh discipline and parent?child conflicts and negatively associated with positive parenting practices. Social support functioned as a significant mediator in the relationships between parental stress and positive parenting practices but not in the relationships of parental stress with parent?child conflict or the use of harsh discipline.

This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.