Longitudinal Association between Children’s Mastery Motivation and Cognitive School Readiness: Executive Functioning and Social-emotional Competence as Potential Mediators

This study investigated the direct relationships between kindergarten children’s object and social mastery motivation and future cognitive school readiness and the indirect relationships mediated through executive functioning and social-emotional competence in the school context. The participants were 103 Hong Kong kindergarten children (45.6% girls, mean age = 60.4 months) and their teachers. The teachers reported the children’s demographic information and object and social mastery motivation at time 1 (in the middle of the school year). They rated the children’s executive functioning, social-emotional competence, and cognitive school readiness at time 2 (at the end of the school year). The results from the path analysis model revealed that the children’s object mastery motivation at time 1, but not their social mastery motivation, directly predicted their cognitive school readiness at time 2. The indirect relationships between (1) object mastery motivation at time 1 and cognitive school readiness at time 2 mediated through executive functioning (indirect effect: β = .32, SE = .05, p < .001), and (2) social mastery motivation at time 1 and cognitive school readiness at time 2 mediated through social-emotional competence (indirect effect: β = .09, SE = .03, p < .01) were significant. The findings highlight the differential roles of object and social mastery motivation in predicting children’s cognitive school readiness and propose children’s executive functioning and social-emotional competence as processes mediating the relationships. The results also suggest the desirability of providing kindergarten children with extensive play opportunities and materials to support their mastery motivation and cognitive school readiness

Overexcitabilities and Bidirectional Development in Playfulness and Creative Potential among Kindergarten Children

This study examined the bidirectional relationship between children’s playfulness and creative potential and how these factors were longitudinally related to overexcitabilities. The participants were parents and teachers of 139 Hong Kong kindergarten children (52.1% boys, mean age = 4.4 years, age range = 3.4 to 5.9 years). At Time 1, the parents reported their children’s overexcitabilities (imaginational, psychomotor, sensual, intellectual, and emotional), and the teachers rated children’s playfulness (physical spontaneity, social spontaneity, cognitive spontaneity, manifest joy, and sense of humor) and creative potential (creative personality traits). Six months later, at Time 2, the teachers’ ratings of playfulness and creative potential were obtained. The results from the cross-lagged model revealed that the path from playfulness at Time 1 to creative potential at Time 2 and the path from creative potential at Time 1 to playfulness at Time 2 were both significant when the children’s age, gender, and their parent’s education were controlled. The indirect relationship between intellectual overexcitability at Time 1 and creative potential at Time 2, mediating through playfulness at Time 1, was also significant. These findings suggest that children who are overexcitable about manipulating concepts and ideas tend to be more playful and exhibit higher creative potential. At the same time, their creative potential may drive them to act playfully and engage in future kindergarten play. Practically, the results highlight the utility of promoting children’s playfulness and creative potential through increased participation in kindergarten group play activities such as sociodramatic play

Hugus 哈格斯

Hugus is a pair of fluffy dolls designed for two parties who need to spend extended time periods separated by distance. Each of the parties owns one of the dolls. To connect the Hugus, all the parties have to do is to link up their smartphones with the Hugus App via Bluetooth, and set up a reunion date with a pairing code... 哈格斯是一對兩隻的毛毛玩偶，專為長期分隔異地的人而設計。二人雙方各擁一隻哈格斯玩偶，以智能手機透過藍芽接入哈格斯應用程式，再以配對碼設定相聚的日期，就能連結彼此的哈格斯... Award: Merit奬項: 優異

Profitability, ownership structure and technical efficiency of enterprises in P.R. China : a case of manufacturing industries in Shanghai

This paper studies the relationship between accounting profits and technical efficiency of manufacturing enterprises in Shanghai during the period of 1989-1992 and examines which factors affect the profitability of manufacturing enterprises. We first estimate the average technical efficiency of four major manufacturing industries in Shanghai. Then, we test for the presence of ownership effects of technical efficiency on profits of those enterprises in these four industries

Well-being Profiles of Pre-service Teachers in Hong Kong: Associations with Teachers’ Self-efficacy during the COVID-19 Pandemic

The present study aims to 1) identify the profiles of subjective well-being (SWB) and psychological well-being (PWB) in a sample of pre-service teachers during the second wave of the COVID-19 pandemic in Hong Kong, and 2) explore how different profiles are linked with teachers’ self-efficacy. Participants were 291 pre-service teachers (Mage = 21.295, SD = 2.812, female = 89.903%) who were invited to complete self-report measures of SWB, PWB, and teachers’ self-efficacy. Latent profile analysis with maximum likelihood estimation was conducted to identify well-being profiles that emerged in this sample. The results suggested a 3-class model with a high, moderate, and low well-being group. The findings also revealed that the pre-service teachers’ well-being profiles as reflected by SWB and PWB indicators were consistent. Moreover, the pre-service teachers in the higher well-being group reported higher teaching self-efficacy than those in the lower well-being group. Findings highlighted the benefits of supporting pre-service teachers’ well-being (i.e., SWB and PWB) to maintain their teachers’ self-efficacy during the COVID-19 pandemic when teacher education and practicum are significantly disrupted. Interventions targeting various positive psychological skills (e.g., mindfulness, self-compassion, and positive reappraisal) are warranted. Future investigation is needed to examine the longitudinal relationship between pre-service teachers’ well-being and self-efficac

How PERMA Promotes Preschool Teacher Well-Being in Hong Kong : A 2-month Randomized Control Trial

Background: Preschool teachers’ well-being is positively associated with their student’s development and learning outcomes. Developing a positive psychological intervention that can foster preschool teachers’ well-being would be essential. Purpose: This study examined the effects of an intervention based on the PERMA (i.e., positive emotion, engagement, relationships, meaning, and accomplishment) model on well-being outcomes among preschool teachers in Hong Kong. Method: We recruited 116 preschool teachers (Mage = 34.14 years, SD = 10.17, range = 21–59; female = 98.51%). Participants were randomly assigned to the intervention (n = 51; received four online workshops that cultivated the PERMA dimensions in 4 weeks) and waitlist control group (n = 65; only received the workshops after the data collection). Participants completed a survey that measured the PERMA dimensions of well-being at baseline 4- and 8-week follow-up occasions. MANCOVA and ANCOVA, controlling for gender, age, and teaching experience, were employed to examine the intervention effects. Results: A significant time x group interaction effect was found in the MANCOVA, Wilks’ Lambda F(10,102) = 2.19, p = .02, η2 = .18. The results of ANCOVA revealed that participants in the intervention group scored significantly higher on engagement, relationship, and accomplishment (η2 = .02 to .05, p < .05) than those in the control condition across time. Conclusion(s): Our findings highlighted the effects of PERMA-based interventions to promote mental health of preschool teachers. Teachers are encouraged to engage in positive psychological activities (e.g., positive reappraisal and self-compassion) to cultivate their well-being

Promoting Psychological Well-being in Pre-service Preschool Teachers: A Multi-component Positive Psychology Intervention

Objective: This study aimed to assess the effects of a multi-component positive psychology intervention on psychological well-being (i.e., autonomy, environmental mastery, positive relationships, purpose in life, personal growth and self-acceptance) outcomes among pre-service preschool teachers in Hong Kong. Method: Participants were pre-service preschool teachers (N=67, Mage=21.45, SD=3.46, nfemale=95.3%). They were randomly assigned into the intervention group (n=34; who received four intervention workshops and a theory-driven mobile phone application) and waitlist control group (n=33; who received intervention materials after completing the data collection). Participants completed a survey that measured their psychological well-being at baseline and two months later. MANCOVA and ANCOVA were used to examine the intervention effects by adjusting for sex and age. Results: MANCOVA results showed no significant multivariate group x time interaction effects of the intervention on psychological well-being, Wilks’ Lambda F(6,58) =2.04, p=.07, η2=.17. However, in the results of ANCOVA, significant group x time interaction effects were found in environmental mastery, purpose in life, personal growth, and self-acceptance (η2=.09-.14, p<.05). The results showed that the intervention group scored significantly higher on those variables than the control group over time. Conclusion: The multi-component positive psychology intervention is a promising way to promote four dimensions of pre-service teachers’ psychological well-being. Positive psychology training (e.g., introduction of growth mindset, SMART goals, psychological needs support) can be included in teacher education to equip the pre-service teachers with positive psychological skills/mindset before entering the stressful teaching environment

Differentiation of ankle sprain motion and common sporting motion by ankle inversion velocity

This study investigated the ankle inversion and inversion velocity between various common motions in sports and simulated sprain motion, in order to provide a threshold for ankle sprain risk identification. The experiment was composed of two parts: Firstly, ten male subjects wore a pair of sport shoes and performed ten trials of running, cutting, jump-landing and stepping-down motions. Secondly, five subjects performed five trials of simulated sprain motion by a supination sprain simulator. The motions were analyzed by an eight-camera motion capture system at 120. Hz. A force plate was employed to record the vertical ground reaction force and locate the foot strike time for common sporting motions. Ankle inversion and inversion velocity were calculated by a standard lower extremity biomechanics calculation procedure. Profiles of vertical ground reaction force, ankle inversion angle and ankle inversion velocity were obtained. Results suggested that the ankle was kept in an everted position during the stance. The maximum ankle inversion velocity ranged from 22.5 to 85.1°/s and 114.0 to 202.5°/s for the four tested motions and simulated sprain motion respectively. Together with the ankle inversion velocity reported in the injury case (623°/s), a threshold of ankle inversion velocity of 300°/s was suggested for the identification of ankle sprain. The information obtained in this study can serve as a basis for the development of an active protection apparatus for reducing ankle sprain injury. © 2010 Elsevier Ltd

Cardiovascular outcomes and hospitalizations in Asian patients receiving immune checkpoint inhibitors: a population-based study.

Immune checkpoint inhibitors (ICI) have known associations with cardiotoxicity. However, a representative quantification of the adverse cardiovascular events and cardiovascular attendances amongst Asian users of ICI has been lacking. This retrospective cohort study identified all ICI users in Hong Kong, China, between 2013-2021. All patients were followed up until the end of 2021 for the primary outcome of major adverse cardiovascular event (MACE; a composite of cardiovascular mortality, myocardial infarction, heart failure, and stroke). Patients with prior diagnosis of any component of MACE were excluded from all MACE analyses. In total, 4324 patients were analysed (2905 (67.2%) males; median age 63.5 years old (interquartile range 55.4-70.7 years old); median follow-up 1.0 year (interquartile range 0.4-2.3 years)), of whom 153 were excluded from MACE analyses due to prior events. MACE occurred in 116 (2.8%) with an incidence rate (IR) of 1.7 [95% confidence interval: 1.4, 2.0] events per 100 patient-years; IR was higher within the first year of follow-up (2.9 [2.3, 3.5] events per 100 patient-years). Cardiovascular hospitalization(s) occurred in 188 (4.4%) with 254 episodes (0.5% of all episodes) and 1555 days of hospitalization (1.3% of all hospitalized days), for whom the IR of cardiovascular hospitalization was 5.6 [4.6, 6.9] episodes per 100 person-years with 52.9 [39.8, 70.3] days' stay per 100 person-years. Amongst Asian users of ICI, MACE was uncommon, and a small proportion of hospitalizations was cardiovascular in nature. Most MACE and cardiovascular hospitalizations occurred during the first year after initiating ICI. [Abstract copyright: Copyright © 2022. Published by Elsevier Inc.