Lee Chi-Kin John, Huang Jing
Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong S.A.R; Centre for Religious and Spirituality Education, The Education University of Hong Kong, Hong Kong S.A.R.
Centre for Religious and Spirituality Education, The Education University of Hong Kong, Hong Kong S.A.R; Office of the Vice President (Academic) and Provost, The Education University of Hong Kong, Hong Kong S.A.R.
J Sch Psychol. 2021 Feb;84:95-108. doi: 10.1016/j.jsp.2020.12.001. Epub 2021 Jan 20.
This study explored the associations between secondary school students' sense of school belonging, their perceptions of school kindness, and character strength of kindness, and examined possible differences in these constructs across gender groups. The study, which included 1973 Hong Kong secondary school students, revealed that students' sense of school belonging was positively correlated with their perceptions of school kindness at the school and student levels (0.021 and 0.185, respectively). Furthermore, students' sense of school belonging was positively linked to character strength of kindness at the student level, although this relationship was found to be non-significant at the school level. At both levels of analysis, the positive relationships between students' perceptions of school kindness and character strength of kindness were significant. In addition, girls reported higher levels of character strength of kindness than boys. The findings of this study provide a better understanding of the relationships between sense of school belonging, school kindness, and character strength of kindness. Implications for research are also discussed.
本研究探讨了中学生的学校归属感、对学校友善的认知与友善品格优势之间的关联，并考察了这些构念在不同性别群体中的可能差异。该研究涵盖了1973名香港中学生，结果显示，学生的学校归属感在学校层面和学生层面上均与他们对学校友善的认知呈正相关（分别为0.021和0.185）。此外，学生的学校归属感在学生层面上与友善品格优势呈正相关，尽管在学校层面上这种关系并不显著。在两个分析层面上，学生对学校友善的认知与友善品格优势之间的正相关均显著。此外，女生报告的友善品格优势水平高于男生。本研究结果有助于更好地理解学校归属感、学校友善与友善品格优势之间的关系。同时也讨论了对研究的启示。
