How to Use如何使用

This website maps the positive development of Yi children using data collected by Fu Hui over the past decade (i.e., 2007-2015). Six different domains are described: Physical health, behavioural, psychosocial, language, academic, and ethnic and cultural awareness development. Data from two Yi students’ cohorts are used in this website to illustrate their developmental well-being. To protect the privacy of the participants, all personal identifiers are removed.

Please refer to the About the Project page of this website to download the data sets, scale information and key findings and research outputs of this study. Data sets in Excel and SPSS formats are available to the general public in the data access and scale section. Conference materials can be downloaded at the Key Findings and Research Output section on the About the Project Page. Access to the publication is available to registered users of HKBU library account.

本網頁收錄了福慧教育基金會於二零零七至二零一五年期間所收集有關彝童正面發展的數據。這些數據取自兩組彝童，其中包括六個領域：體格健康、行為健康、社會心理健康、語文能力、學習能力以及民族和文化意識。為保障參加者的私隱，所有個人識別數據已被移除。

您可以到「關於本研究」頁面下載數據庫、量表資訊、主要調查發現和研究成果。數據庫以Excel和SPSS的格式在「數據與量表」欄目予公眾下載，而您亦可在「主要發現和研究成果」欄目下載學術研討會的文件和資料。另外，若您是香港浸會大學圖書館的註冊用戶，可以於圖書館的網頁查閱已發表的論文。

Cohort 1 Data Sets (Data Set A and B)首組彝童的數據（數據庫A和B）

Data from the 1st cohort were collected between the year 2007 and 2013, involving 419 Yi students at baseline (Male=265; Female=154; Age range at baseline= 6-16). For the data collection time point of each specific wave, please refer to the data access and scale section in the About the Project page. A limitation of this longitudinal data set is the lengthy data collection process of individual waves, in particular, Wave 4. The data collection of Wave 4 started in October 2009 and did not end until June 2010. Considering children develop quickly within an 8-month period, such a long data collection process may create bias in the quantitative data. Users are reminded to be cautious about this limitation.

This 1st cohort study intends to understand the developmental well-being of Yi students in 5 different domains: Physical health, behavioural, psychosocial, language, and academic development. We also look at the effects of familial relationships, ethnic and cultural awareness, family background and demographics on these domains. Users can tab on the Filters column in each domain page, located on the right-hand column of the screen, to explore the developmental trajectories of children who differ in their:

  1. Quality of Familial Relationships;
  2. Ethnic and Cultural Awareness;
  3. Family background; and
  4. Demographics.

Data and scale information of Cohort 1 is available for download in the section: About the Project. Information on Yi children’s behavioural, psychosocial, language and academic domain are stored in one dataset (Dataset A), while Physical health information is stored in another separate data file (Data Set B):

研究於二零零八至二零一三年期間採集了首組彝童的數據，在開始時共有四百一十九位學生，男性為二百六十五人，女性為一百五十四位人，年齡介乎六至十六歲。有關每輪數據收集的時間段，您可以到「關於本研究」頁面中的「數據與量表」欄目獲取。該縱向分析數據庫的限制在於每輪的數據收集需長時間，尤其是第四輪測試。第四輪測試的數據收集由二零零九年十月到二零一零年六月，考慮兒童發展在八個月中可以有很大的變化，故長時間的數據收集可能存有偏頗，讀者需留意此限制。

研究希望透過第一組學生從五個領域了解彝童的健康成長，包括體格健康、行為健康、社會心理健康、語文能力和學習能力。除此以外，研究也會着眼家庭關係、民族和文化意識、家庭背景和人口特徵對彝童的影響。由於他們的（一）家庭關係、（二）民族和文化意識、（三）家庭背景和（四）人口特徵各有不同，您可以按下在各領域頁面右方的「篩選」鍵以尋找各自的成長軌跡。

您可以在「關於本研究」的頁面下載關於首組彝童的數據和量度方法的資訊。數據庫A存有彝童的行為健康、社會心理健康、語文能力和學習能力領域的數據，而體格健康的數據則儲存在數據庫B。

Cohort 2 Data Set (Data Set C)次組彝童的數據（數據庫C）

Data from the 2nd cohort were collected between the year 2011 and 2015 involving 1282 Yi students at baseline (Male=623; Female=424; Age range at baseline= 5-20). For the data collection time point of each specific wave, please refer the data access and scale section in the About the Project page. A limitation of this longitudinal data set is the lengthy data collection process of individual waves, in particular, Wave 9. The data collection of Wave 9 spanned 12 months. Considering children develop quickly, changes may have already occurred if the data collection process of individual waves exceeds 3 months, thus, may create bias in the quantitative data. Users are reminded to be cautious about this limitation.

Data is used to map the development of Yi children’s ethnic and cultural awareness. We also illustrate the effect of ethnic and cultural awareness on the developmental domains of academic motivation and behavioural health. Users can tab on the Filters column in each domain page, located on the right-hand column of the screen, to explore the developmental trajectories of children who differ in their:

  1. Perceived classmate support;
  2. Perceived teacher support;
  3. Family relationships; and
  4. Demographics.

It is important to note that the scales used to capture the constructs of ethnic and cultural awareness, academic motivation and behavioural health in Cohort 1 and Cohort 2 are different. While Cohort 1 uses a single item or self-designed scale to measure ethnic and cultural awareness and academic motivation, Cohort 2 uses standardised scales. As for the measurement for behavioural health, although both cohorts use a self-designed scale, the one adopted in Cohort 2 is much longer than that of Cohort 1. Also, the filters used in Cohort 2 are different from that in Cohort 1. Such changes occur because of different study goals in the first and second student cohort. Data in the 2nd cohort is a follow-up study of Cohort 1 aiming to expand our understanding on the development of ethnic and cultural awareness and its role in affecting other developmental domains, i.e., behavioural and academic motivation.

Data and scale information of Cohort 2 is available for download in the section: About the Project. Information on Yi children’s ethnic and cultural development, data on their academic motivation and behavioural health are stored in Data Set C (Wave 7 to 9).

研究於二零一一至二零一五年期間採集了次組彝童的數據，在開始時共有一千二百八十二位學生，當中男性為六百二十三人，女性為四百二十四人，年齡介乎五至二十歲。有關每輪數據收集的時間段，您可以到「關於本研究」頁面中的「數據與量表」欄目獲取。該縱向分析數據庫的限制在於每輪的數據收集需長時間，尤其是第九輪測試。第九輪測試為時十二個月，考慮兒童發展在一年中可以有很大的變化，故長時間的數據收集可能存有偏頗，讀者需留意此限制。

研究利用這些數據繪製了彝童民族和文化意識發展的圖表，顯示了民族和文化意識對學習動機和行為健康的影響。由於彝童的（一）家庭關係、（二）民族和文化意識、（三）家庭背景和（四）人口特徵各有不同，您可以按下在「民族和文化意識」領域頁面右方的「篩選」鍵以尋找各自的成長軌跡。

研究採用了不同的方法量度首組和次組彝童的民族和文化意識、學習動機和行為健康。在量度民族和文化意識及學習動機這兩方面，研究在首組數據用了單項或自行設計的量表，而在次組數據則使用了標準的量表進行量度。在量度行為健康方面，儘管研究在兩組的數據採集中都採用了自行設計的量表，但次組的量表首組的長。另外，研究對兩組彝童的數據也採用了不同的篩選器。由於兩次的研究目標有所不同，故會存有以上差異，第二組數據作為後續研究，期望藉此擴闊我們對民族和文化意識發展的理解，及了解它如何影響其他發展領域（如行為健康和學習動機等）。

您可以在「關於本研究」的頁面下載關於次組彝童的數據和量度方法的資訊。您亦可以在數據庫C找到由第七到第九輪測試中，有關彝童民族和文化意識發展的資訊，以及關於他們學習動機和行為健康的數據。