Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/8833
DC FieldValueLanguage
dc.contributor.authorCheung, Chau-kiuen_US
dc.contributor.authorCheung, Hoi Yanen_US
dc.contributor.authorProf. HUE Ming Taken_US
dc.date.accessioned2024-01-11T01:31:56Z-
dc.date.available2024-01-11T01:31:56Z-
dc.date.issued2017-
dc.identifier.citationInternational Journal of Adolescence and Youth, 2017, Vol. 22(2), pp. 226-237.en_US
dc.identifier.issn0267-3843-
dc.identifier.issn2164-4527-
dc.identifier.urihttp://hdl.handle.net/20.500.11861/8833-
dc.description.abstractA way that education is desirable is its integrative function for society and its sectors, according to structural-functionalist theory. This function consists in the promotion of the student’s belongingness to society and its sectors. In consolidating empirical support for the function, this present study analyses survey data on 417 students in Hong Kong, China. Results show that the student’s academic achievement had significant positive effects on belongingness to the society, neighbourhood and school. In addition, the student’s educational level displayed a significant positive effect on belongingness to society. In endorsing the integrative function of education, the results imply the merit of promoting education to enhance the student’s belongingness.en_US
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Adolescence and Youthen_US
dc.titleEducational contributions to students’ belongingness to the society, neighbourhood, school and familyen_US
dc.typePeer Reviewed Journal Articleen_US
dc.identifier.doihttps://doi.org/10.1080/02673843.2016.1157827-
item.fulltextNo Fulltext-
crisitem.author.deptDepartment of Counselling & Psychology-
Appears in Collections:Counselling and Psychology - Publication
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