Effects of mindfulness on stress, life satisfaction, and savoring beliefs among Hong Kong Chinese adolescents during the COVID-19 pandemic.

Adolescents all over the world are vulnerable in facing developmental challenges. Recent studies have evidenced that the unexpected interruptions of school learning during the COVID-19 pandemic have raised concerns about the well-being of adolescents. This present study sought to investigate the relationship between mindfulness, stress, savoring beliefs, and satisfaction of life among adolescents in Hong Kong during COVID-19. A total of 240 Hong Kong Chinese adolescents between 15 and 19 years of age (M = 15.60; SD = 0.70) from schools with different religious backgrounds completed an online survey. Findings from hierarchical linear regression indicated that statistically, mindfulness negatively predicted stress and positively predicted life satisfaction and savoring beliefs. Students with faiths did not show any significant differences in mindfulness and other variables in this study from students without faiths. In terms of implications, these findings provide positive evidence that mindfulness may be an important aspect for interventions designed to enhance life satisfaction and savoring beliefs, and reduce stress of adolescents over challenging times. Overall, this study suggests youth service providers to develop effective strategies in schools and communities for further promoting wellbeing and resilience of adolescents.

Private music teachers' knowledge of and attitudes toward students with autism spectrum disorder.

Although extracurricular music activities are common in Hong Kong, private music teachers' perceptions of children with autism spectrum disorder (ASD) are underexplored in research in this context. This study examined private music teachers' knowledge of ASD and their attitudes toward students with ASD in Hong Kong, and the relationship between these two factors. The study collected data from a questionnaire survey (n = 200) and eleven individual interviews. Unexpectedly, the findings showed that the teachers had a good understanding and a marginally positive perception of ASD, despite some anxiety about teaching students with ASD. Furthermore, knowledge of and attitude toward ASD were positively correlated. Teachers with previous training in special education needs had a better understanding of ASD and a more positive attitude toward ASD than those without related training. These results imply that further formal and public education could promote acceptance of and equal learning opportunities for students with ASD.