HIGHLIGHTS
SUMMARY
Students` perceptions of the NSS curriculum reflect their satisfaction with the curriculum and should be considered an essential outcome indicator of reform assessment. Using survey data collected from 3,498 students in 28 secondary schools in Hong Kong, this study attempted to understand students` perceptions of the NSS curriculum, particularly their noncognitive development. This scale was developed to measure four frontiersin.org 10.3389/fped.2022.881515 dimensions of Hong Kong students` perceptions of the NSS curriculum, including their fondness for and interest in the junior/senior secondary curriculum and perceived benefits of the . . .
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