Longitudinal Study III (LSIII)
Period of research 2014/15 to 2017/18 (4 years)
Sample 429 year 1 undergraduate (UG) students of 2014/15 4Y-cohort were recruited in Fall 2014. They were selected using a random sampling stratified by school affiliation.
Response mode Voluntary with incentive for students' participation
Period of data collection Three rounds of in-class data collection, consisting of different assessments and surveys, have been scheduled to take place in Fall 2014, Spring 2016 and Spring 2018. Students are also invited to complete online surveys in Fall and Spring terms. Apart from assessments and surveys, 12 students were recruited from the participants to attend individual interviews annually from when they were promoted to year 2 in 2015.
Enquiry research.study@ust.hk
Description In LSI and LSII, the focus of the investigation was on students' academic experience and its related cognitive learning outcomes. However, the purpose of university education is not limited to the development of academic and professional skills and knowledge. Students' social skills, psychosocial development, values and attitudes (referred to as student development hereafter) are also learning outcomes of crucial importance to UG education. Hence with funding from the University, LSIII was launched with a focus on students' out-of-class and campus life experiences, and their impact on student development. The following figure summarizes the key constructs identified from the literature for this study.

In particular, LSIII aimed to
  • provide a portrait of the selected key aspects of student development at HKUST throughout the entire UG curriculum;
  • examine the interrelationships of such development with students' campus life experience, as well as selected background and personal characteristics; and
  • investigate the unique contribution of campus life experience to the development of key graduate attributes, namely intercultural competence, teamwork skills, and creativity.
Instruments used in the study The following instruments are adopted in the study:
  • Emotion coping (TMMS) by Salovey et al. 1995
  • ETS self-report survey (selected items) by Zhuang et al., 2008
  • Family Environment Scale by Mind Garden Inc.
  • First Year Experience Survey (FYES) (2015)
    Version A
    Version B
  • Identity Style (ISI3) by Berzonsky, 1992
  • Intake Survey (2014)
    Version A
    Version B
  • Intercultural Development Inventory (IDI) by IDI, LLC
  • OMEIS-2 Revision (Bennion by Adams, 1986)
  • Personality (IPIP) by Goldberg et al., 2006
  • Rosenberg Self-esteem Scale by Rosenberg, 1965
  • Ryff Scales of Psychological Well-being by Ryff and Keyes, 1995
  • Second Year Experience Survey (SYES) (2016)
  • Situation Judgement Test (SJT) by Zhuang et al., 2008
  • Socially Responsible Leadership Scale (SRLS) by National Clearinghouse for Leadership Programs (NCLP)
  • Student Engagement and Satisfaction Questionnaire Survey (SESQ) (2018)
  • Student experience surveys by research team
  • Third Year Experience Survey (TYES) (2017)
  • Torrance Tests of Creative Thinking (TTCT) - Figural Form by Scholastic Testing Service, Inc.
  • Bennion, L. D., & Adams, G. R. (1986). A revision of the extended version of the objective measure of ego identity status: An identity instrument for use with late adolescents. Journal of Adolescent Research,1(2), 183-197.
  • Berzonsky, M. D. (1992). Identity style and coping strategies. Journal of personality,60(4), 771-788.
  • Goldberg, L. R., Johnson, J. A., Eber, H. W., Hogan, R., Ashton, M. C., Cloninger, C. R., & Gough, H. C. (2006). The International Personality Item Pool and the future of public-domain personality measures. Journal of Research in Personality, 40,84-96.
  • Rosenberg, M. (1965). Rosenberg self-esteem scale (RSE). Acceptance and Commitment Therapy. Measures Package,61.
  • Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of personality and social psychology, 69(4), 719-727.
  • Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. Pennebaker (Ed.), Emotion, disclosure, and health,(pp. 125-154). Washington, DC: American Psychological Association.
  • Zhuang, X., MacCann, C., Wang, L., Liu, L., & Roberts, R. D. (2008). Development and validity evidence supporting a teamwork and collaboration assessment for high school students. ETS Research Report (ETS RR-08-50).