致游貝琳的信

2025年7月23日星期三

2025/07/23

Dear Jo,

今晨想查看你的IG動態，卻發現你改了帳號名稱。耳機裡正播著孫耀威的《有借有還》，突然就淚流不止，原來我如此恐懼失去你。哭到筋疲力盡後，仍掛心下午要到沙田女青中心授課，不禁自問：這樣的狀態能做好教學嗎？

提前半小時抵達中心整頓心情。這次僅三位學生出席，本該有四人報名。來的都是準中三生，另有兩位DSE畢業生旁聽。教MBTI時發現三位初中生全是內向型，課堂反應冷淡，幸虧安Sir協力引導提問，才讓互動活絡起來。自責的是，明明熟悉理論，解說時卻總詞不達意，初次主導活動又信心不足，下課後仍耿耿於懷。最後玩電車難題遊戲時，大家用天使卡、魔鬼卡鋪設軌道，再引導「車長」撞向對面軌道，氣氛才歡快些。回家後陷入低潮，睡前執筆寫信，同時構思下週課程。想到正向心理學或許適合，決定明日去圖書館蒐集資料，下次必定要進步。

夜裡刷Threads，看見Dr Fran的畢業照。她向來不重儀式感，當年她博士畢業時沒有封影樓留下美好回憶，如今總算圓了某個遺憾。若是你穿上畢業袍，想必也極好看吧。

元亨利貞

2025/07/23

2025年6月4日星期三

第29封信耐人尋味

2025年5月30日星期五

浸大國際學院嘉許良師

2016-09-15

■浸大國際學院舉行傑出教學獎頒獎典禮。浸大供圖

香港文匯報訊（記者姜嘉軒）為嘉許老師的優秀教學表現，香港浸會大學國際學院舉辦第二屆傑出教學獎，既肯定老師的教學熱誠，同時亦鼓勵學術團隊交流教學心得，分享教育理念。本屆由人文及語言學部李寶、社會科學學部游貝琳，以及傳理學部袁慧儀獲得殊榮。

時事變教材學生活學活用

評審就提名老師在教學成效、關懷學生成長與發展、教學創意、積極籌辦體驗學習活動，以及優質課程設計等方面作出評核。李寶為通識教育文學分類選修課（英文）學科統籌，她指很多時同學認為文學鑑賞一類的科目應用機會不多，與專修關係不大，因此她在授課時會特意引用時事文章作為教材範本，讓同學連結學科知識與生活經驗，有助活學活用。

游貝琳為心理學專修學科統籌，主要教授心理學研究方法、性格心理學、社會心理學和異常心理學等範疇。她認為除了注重學科成績，同學的心理質素和心理健康也應關心，尤其就讀副學士的同學尚在自我探索的階段，未必透徹了解自己的強項弱點，容易低估自己的能力，如此老師更應鼓勵同學挑戰自我，發掘潛能。

袁慧儀為傳理學專修學科統籌，任教人際溝通、公關廣告和大眾傳播等科目。傳理學是一門理論和實踐並重的學科，她在課堂設計上十分重視加強同學對行業的理解，及培養對傳媒行業的洞察力。袁慧儀相信課堂以外的學習體驗對同學全人發展很重要，致力為同學爭取實習和籌備大型活動的機會，讓同學明白實踐課堂理論及團隊精神的重要。

頒獎典禮在9月2日舉行，由浸大副校長（教與學）周偉立、浸大持續教育學院院長蘇偉文及一眾評審學者擔任禮嘉賓。

蘇偉文致辭時表示，舉辦傑出教學獎正是要肯定老師們的努力，並感謝一眾專業教學團隊的付出，讓教與學質素得以不斷提升。

原文網址：http://paper.wenweipo.com/2016/09/15/ED1609150006.htm

2025年5月19日星期一

My Academic Journey with Bandura by Dr Josephine Yau

My Academic Journey with Bandura

Josephine Yau

When I was young, I had no interest in anything, no motivation, and no goals. Then, one day, I walked into a bookstore and picked up a book about adolescent psychology. It was the first time I learned about Bandura and his work on self-efficacy. This sparked my interest in psychology and helped me set a goal to study psychology at the university.

Inspired by Bandura’s work, I planned and executed a study timetable, observed the study habits of smart classmates, and read books on study skills. Eventually, I was admitted to the University of Hong Kong, majoring in Psychology and Philosophy. Achieving this goal enhanced my self-efficacy and allowed me to study Bandura’s work in personality psychology more deeply.

My academic journey continued with Bandura’s concept of self-efficacy. My PhD research focused on testing a smoking cessation intervention for new fathers. We encouraged mothers to provide spousal support by enhancing their self-efficacy based on social-cognitive theory.

The results were promising! After the intervention, mothers felt more confident in supporting their husbands after receiving up-to-date information about smoking, learning assertive skills to enact a household no-smoking policy, and offering reinforcements to husbands willing to quit. Fathers who smoked were taught to resist tempting environments and peers, improving their self-efficacy to quit smoking.

Now, my research has shifted to exploring students’ career self-efficacy. We are examining its relationship with positive psychology constructs like hope and meaning in life.

Writing this reflection reminded me of my first day as a teacher. I enjoyed interacting with students but lacked confidence in delivering lectures articulately. Social cognitive theory guided my improvement: I attended teaching workshops, observed experienced lecturers, and practiced strategies to reduce anxiety.

Like my younger self, some students struggle with direction and motivation. Bandura’s theory has helped me engage them in academic work and goal-setting. Colleagues and I also designed a course to explore career paths and boost career self-efficacy.

The COVID-19 pandemic has brought significant changes. We worry about infections, attend online lectures, and miss social interactions. Many feel anxious or depressed. As a teacher and researcher, I aim to explore how students’ academic and social self-efficacy can be maintained, especially as face-to-face learning resumes.

Hong Kong’s competitive environment adds stress for students. I hope to create a thriving classroom by integrating positive psychology and self-efficacy principles. The pandemic has also pressured teachers to adapt to technology, making teaching self-efficacy another critical topic to explore.

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Josephine Yau, PhD, teaches Psychology at the College of International Education, Hong Kong Baptist University. She is skilled in Statistics, Research, Psychology, Counseling Psychology, and Lecturing and is recognized as an Associate Fellow of the Higher Education Academy (AFHEA).

Representative Publication:

Yuen, M., Yau, J., Datu, J. A. D., Wong, S. W., Chan, R. T., Lau, P. S., & Gysbers, N. C. (2021). Examining the influence of meaning in life and social connectedness on adolescent career self-efficacy. *The Journal of Individual Psychology*, 77(3), 335–361. https://doi.org/10.1353/jip.2021.0024

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AERA SSRL SIG TIMES MAGAZINE Vol. 4, Issue 7 ~ November 2021