Self-directed learning is recognised as a key goal of higher education. To facilitate self-directed learning, emotional intelligence (EI), which encompasses the ability to regulate one's own emotions and to generate positive emotions, is important. The present study aimed to examine the effects of EI on self-directed learning and how EI and self-directed learning contribute to key learning outcomes in higher education, including grade point average (GPA), generic learning outcomes (including social, cognitive and self-growth outcomes) and students' satisfaction with their university experience. The study adopted a prospective longitudinal design with 560 first-year undergraduate students completing different measures at the beginning and end of the academic year. Results of the structural equation modelling showed that EI had a strong effect on self-directed learning, which in turn was positively associated with GPA and various generic learning outcomes that are related to students' satisfaction with the university experience. To better delineate the relationship between EI and self-directed learning, multiple regression was performed. Results indicated that three key emotional abilities-emotional regulation of the self (ERS), appraisal of emotions in the self (AES) and emotional regulation of others (ERO)-were positively associated with self-directed learning. This study provided empirical evidence that students who are more emotionally intelligent are more self-directed, leading to higher achievement in both academic and generic development, which in turn results in higher university satisfaction. Implications of the findings are discussed.

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The main focus of palliative care services is to improve patients' quality of life (QOL). The potential value of assessment of QOL in palliative care is being increasingly recognized. The McGill Quality of Life questionnaire (MQOL) is designed specifically for palliative care patients, but its cross-cultural validity needs to be determined before it can be applied in populations of different cultures and ethnic groups. The cross-cultural validity of MQOL was investigated using a translated and modified version in Chinese--the MQOL-HK--in 462 palliative care patients in Hong Kong. Results show that the MQOL-HK is acceptable, valid and reliable. There is good acceptability, construct validity, convergent and divergent validity, test-retest and inter-rater reliability. Our study confirms that QOL does have cross-culturally robust constructs. Principal components analysis shows that the domains of physical, psychological, existential and support are all relevant and applicable in Chinese culture. Multiple regression analysis reveals that existential domain is the most important domain in predicting overall QOL. 'Face', eating and sex are additional facets of QOL that also need to be considered. The worst physical symptom on admission is the item of QOL with the lowest score, which need more care and attention by palliative care workers. A cross-culturally validated QOL instrument cannot just help ensure an accurate evaluation of profile, determinants, and changes of QOL, but is also a valuable asset for future comparison and evaluation of palliative care services and interventions across the world.

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Quality of life (QOL) is the main consideration in caring for advanced cancer patients, yet little is known about the QOL in the terminal phase. We profiled the QOL of 58 advanced cancer patients during their last 2 weeks of life using the McGill QOL questionnaire-Hong Kong version. The patients provided ratings of QOL an average of 5.6 (median 6) days pre-death. Palliative care services were successful in maintaining the total QOL score during the dying phase. The mean score was 7.0 of 10. Among the various domains, the physical and existential domains scored relatively poorly at 5.9 and 6 of 10, respectively. The worst physical symptom and meaning of life were the individual items with the poorest scores (4.8 and 5.4 of 10, respectively). Compared with admission, there was statistically significant improvement in the worst physical symptom (P = 0.02) and eating item (P = 0.002), but deterioration in physical well-being (P = 0.03), meaning of existence (P = 0.007), and satisfaction with oneself (P = 0.04). In conclusion, QOL evaluation during the terminal phase identifies important aspects requiring improvement during the last two weeks of life. Physical and existential domains of dying cancer patients needed more attention.

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Emotional Intelligence Scale (EIS) is a popular EI measure. Yet, it has been criticized for an unclear factor structure, and its psychometric properties were mainly examined in the Western context. This study was to evaluate its psychometric properties based on 1,724 Hong Kong undergraduate students, including its (a) factor structure, (b) internal consistency, and (c) criterion validity. We compared different factor structures reported in the literature. The confirmatory factor analysis (CFA) results supported a six-factor structure, which is tallied with Salovey and Mayer’s EI conceptualization. A multigroup CFA also rendered the structure as gender invariant. The scale was internally consistent with high McDonald’s omega coefficients. Significant association between EI and grade point average (GPA) was revealed in the faculties with people-oriented studies. Furthermore, EI was correlated with social, cognitive, and self-growth outcomes and satisfaction of university experience. The study contributes to clarify the factor structure and provides new reliability and validity evidence of the EIS in the Eastern context.

Research on intrinsic and extrinsic future goals has mostly focused on their impact on wellbeing with relatively lesser attention being focused on key learning outcomes. This study investigates how the pursuit of different future goals (i.e., society‐, family‐, career‐, wealth‐, and fame‐oriented goals) affects students’ self‐control, and whether self‐control mediates the relationship between future goals and distal learning outcomes (i.e., students’ affect to school and academic achievement 1 year later). The study adopted a longitudinal design involving 8,354 secondary students from 16 schools in Hong Kong. Students had to complete English and Mathematics achievement tests and answer questionnaires measuring the key variables. Structural equation modeling analysis indicated intrinsic future goals were more adaptive compared to extrinsic ones. In particular, results revealed the importance of society‐oriented goal on self‐control and distal learning outcomes. Theoretical and practical implications are discussed.