I am better because of your expectation: Examining how left-behind status moderates the mediation effect of perceived parental educational expectation on cognitive ability among Chinese rural students

IF 1.8 4区医学 Q2 PEDIATRICS Child Care Health and Development Pub Date : 2024-05-30 DOI:10.1111/cch.13283

Jia Zhuang, Jacky C. K. Ng, Qiaobing Wu

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Abstract

Background

Chinese rural students have been documented to have relatively delayed cognitive development. From an ecological system perspective, empirical studies have identified the significant effect of the proximal environment on Chinese rural students' cognitive development. Yet, little do we know the mechanism behind that. More importantly, how the mechanism differs among rural students with different left-behind characteristics remains obscure.

Methods

Drawing longitudinal data from a nationally representative survey, this study examines the interrelations between rural students' parental educational expectation perception, their own educational expectation, and cognitive ability. Two models were examined using path analysis. The first mediation model tests the mediating effect of educational expectation between the association of parental educational expectation perception and cognitive ability, while the second moderated mediation identifies the moderating effect of rural students' left-behind status on the association between their parental educational expectation perception and educational expectation.

Results

The first mediation analysis reveals that rural students' perception of parental educational expectation is positively correlated with their educational expectation, which further positively correlated with their cognitive ability. The following moderated mediation analysis suggests that students' left-behind status significantly moderated the effect of their perceived parental educational expectations on their own educational expectation.

Conclusions

Chinese rural students' perception of parental educational expectation affects their cognitive ability through their own educational expectations. The number of migrant parents within a family further moderates the indirect effect of education expectation.

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因为你的期望，我变得更好研究留守状况如何调节中国农村学生感知到的父母教育期望对认知能力的中介效应。

背景：中国农村学生的认知发展相对滞后。从生态系统的角度来看，实证研究发现近环境对中国农村学生的认知发展有显著影响。然而，我们对其背后的机制知之甚少。更重要的是，这一机制在不同留守特征的农村学生之间有何差异，目前仍不清楚：本研究利用全国代表性调查的纵向数据，探讨了农村学生的父母教育期望感、自身教育期望和认知能力之间的相互关系。研究采用路径分析对两个模型进行了检验。第一个中介模型检验了教育期望在父母教育期望认知与认知能力之间的中介效应，而第二个调节中介则确定了农村学生的留守状况对其父母教育期望认知与教育期望之间关联的调节效应：第一个中介分析表明，农村学生对父母教育期望的感知与他们的教育期望正相关，而教育期望又与他们的认知能力正相关。接下来的调节中介分析表明，学生的留守状况显著调节了其感知到的父母教育期望对其自身教育期望的影响：中国农村学生对父母教育期望的感知通过自身教育期望影响其认知能力。结论：中国农村学生对父母教育期望的感知通过其自身的教育期望影响其认知能力，家庭中外来务工父母的数量进一步调节了教育期望的间接效应。

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来源期刊

Child Care Health and Development 医学-小儿科

CiteScore

3.40

自引率

5.30%

发文量

136

审稿时长

4-8 weeks

期刊介绍： Child: care, health and development is an international, peer-reviewed journal which publishes papers dealing with all aspects of the health and development of children and young people. We aim to attract quantitative and qualitative research papers relevant to people from all disciplines working in child health. We welcome studies which examine the effects of social and environmental factors on health and development as well as those dealing with clinical issues, the organization of services and health policy. We particularly encourage the submission of studies related to those who are disadvantaged by physical, developmental, emotional and social problems. The journal also aims to collate important research findings and to provide a forum for discussion of global child health issues.