University of Pennsylvania ScholarlyCommons Master of Applied Positive Psychology (MAPP) Master of Applied Positive Psychology (MAPP) Capstone Projects Capstones 8-20-2018 Positive Education in Hong Kong: Opportunities, Challenges and Recommendations for Implementation Carl M. S. Chung University of Pennsylvania,
[email protected] Follow this and additional works at: https://repository.upenn.edu/mapp_capstone Part of the Education Commons, and the Psychology Commons Chung, Carl M. S., "Positive Education in Hong Kong: Opportunities, Challenges and Recommendations for Implementation" (2018). Master of Applied Positive Psychology (MAPP) Capstone Projects. 177. https://repository.upenn.edu/mapp_capstone/177 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/mapp_capstone/177 For more information, please contact
[email protected]. Positive Education in Hong Kong: Opportunities, Challenges and Recommendations for Implementation Abstract Hong Kong education is the legacy of the Confucian Chinese culture and British colonialism. While regarded internationally as a hub of world-class education, Hong Kong education is also said to be examination-oriented and results-driven, trading off the psychological health of secondary students, teachers, and parents. We argue that positive education, with adaptations to local context, provides a balanced approach that promotes both well-being and academic excellence. This paper first explores the historical, cultural, and societal factors that have shaped Hong Kong education system. Through which, we identified teacher esistancer and reactive parenting strategies as key local challenges to positive education implementation. The second part of the paper discusses the implications and recommendations. The cultivation of teachers’ occupational well-being and the provision of autonomy support from both teachers and parents foster positive relationships with students, which contribute to student well-being and academic diligence.