HKIER

Abstract

This study investigated expectations of independence from parents in decisions regarding school-related tasks ("school-related autonomy") in Chinese teenage girls in three different school settings: an Anglo-Chinese school, an international school where the majority of the students are Hong Kong Chinese, and an international school where the majority of the staff and students are western. Caucasian students from one of the international schools formed a comparison group. Students in the Anglo-Chinese school had later expectations for autonomy than did students in the school where the majority of teachers and students are western. Expectations for school-related autonomy correlated strongly with expectations for autonomy in non-academic areas in all groups of students studied. Students' prioritization of the value of Independence in their personal lives correlated in the expected direction with school-related autonomy only in the most conservative setting. Prioritization of the value for Obedience on the other hand correlated with school-related autonomy only in those Chinese girls who attended school in the more "western" settings. Multiple regression analysis indicated that 24 percent of the variance in school-related autonomy could be predicted by school setting and non-academic autonomy expectations. The implications of these findings are discussed.

摘要

本研究在香港三所不同類形的中學調查了年青中國女學生對學業上自主的期望（“學業自主性”）。三所學恔包括一所中英文學校，一所以香港中國學生為主的國際學校，以及一所以西方學生和職員為主的國際學校。對照組為國際學校的白人學生。結果發現中英文學校學生的自主性比國際學校的學生低。所有學生組的學業自主性都與非學業自主性相關，但只有中英文學校學生的個人生活獨立性與學業自主性相關。另一方面，兩所國際學校的中國女學生的服從性與學業自主性相關。多元回歸分析顯示學校類形和非學業自主性能預示49%的學業自主性變化量。作者對本研究結果的意義作出了討論。