Meaning in Life, Connectedness, and Life Skills Development in Junior Secondary School Students: Teachers' Perspectives in Hong Kong

Autor/inn/en	Yuen, Mantak; Lee, Queenie A. Y.; Chung, Y. B.
Titel	Meaning in Life, Connectedness, and Life Skills Development in Junior Secondary School Students: Teachers' Perspectives in Hong Kong
Quelle	In: Pastoral Care in Education, 39 (2021) 1, S.67-83 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Queenie A. Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2020.1774634
Schlagwörter	Daily Living Skills; Life Satisfaction; Peer Relationship; Parent Student Relationship; Student School Relationship; Teacher Influence; School Guidance; Secondary School Teachers; Secondary School Students; Adolescents; Goal Orientation; Aspiration; Expectation; Student Motivation; Social Development; Emotional Development; Low Achievement; High Achievement; School Culture; Caring; Teacher Attitudes; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Lebensvollendung; Peer-Beziehungen; Schüler-Lehrer-Beziehung; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Zielorientierung; Zielvorstellung; Streben; Expectancy; Erwartung; Schulische Motivation; Soziale Entwicklung; Gefühlsbildung; Unterdurchschnittliche Leistung; Schulkultur; Schulleben; Care; Pflege; Sorge; Betreuung; Lehrerverhalten; Ausland; Hongkong
Abstract	A student's 'meaning in life' and his/her connectedness to school, friends and family are believed to be factors that influence the development of life skills. Teachers could be aware of these factors in their endeavours to foster 'whole-person development' in their students. In this small-scale study, twelve secondary school teachers participated in three focus groups and reported their perceptions of students' meaning in life, connectedness and life skills. In general, they believed that having a definite goal means students have found preliminarily the meaning in life and the source of motivation. The teachers also observed that high achievers tend to set goals for "future" achievement, whereas the goals and aspirations of low achievers are much more "short-term." Teachers suggested that development of students' connectedness and life skills can be facilitated by the opportunity to converse with teachers, and the creation of a caring culture in schools that makes students feel valued. Conversely, parental expectations and strong academic orientation of the school may restrict students' personal goal-setting. The findings have practical implications for teachers, counselling professionals and other support staff in schools because specific guidance activities can be devised to strengthen students' connectedness, meaning in life, and life skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01