Family Socioeconomic Status, Educational Expectations, and Academic Achievement Among Chinese Rural-to-Urban Migrant Adolescents: The Protective Role of Subjective Socioeconomic Status

Ren, Yi; Zhang, Feng; Jiang, Ying; Huang, Silin

doi:10.1177/0272431620983459

Cited by 21 publications

(20 citation statements)

References 72 publications

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“…The studies that found positive associations between family SES and academic achievement collected data from several schools from different cities (Hascoet et al, 2021; Zhang et al, 2020). Meanwhile, we found that one study collected data from one school and showed that family SES was weakly correlated with test scores ( p = .05) (Ren et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Parental attitudes toward School and Chinese Adolescents’ Academic Performance: A Moderated Mediation Model

Ding

Xiao

Shi

et al. 2022

School Psychology International

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To explore the relationships between parents’ attitudes toward school (PAS) and adolescents’ family socioeconomic status (SES), psychological suzhi, and academic performance, we investigated a total of 1319 Chinese middle school students from junior grade 1 to senior grade 3 and their parents. The psychological suzhi was self-reported by students. Family SES and PAS were rated by one of the parents of the adolescents. Academic performance was collected from the final examination at school at the end of the semester. The results showed that (1) PAS were significantly negatively correlated with family SES, psychological suzhi and its components, and academic performance. Psychological suzhi and its components were significantly positively correlated with academic performance and family SES, while adolescents’ academic performance was not significantly correlated with family SES. (2) Psychological suzhi and its components played partial mediating roles between PAS and academic performance. However, cognitive quality showed a positive effect on academic performance, similar to psychological suzhi, while individuality and adaptability showed the opposite effects. (3) Family SES played a moderating role in the direct paths from PAS to cognitive quality and academic performance. Our results suggest that it may be effective to improve adolescents’ academic performance by improving negative PAS.

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Section: Discussionmentioning

confidence: 99%

Parental attitudes toward School and Chinese Adolescents’ Academic Performance: A Moderated Mediation Model

Ding

Xiao

Shi

et al. 2022

School Psychology International

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“…Similarly, Almroth et al (2018) found that the odds of adolescents showing externalizing behaviors decreased dramatically when both the adolescents and their parents expected a university education compared with either the adolescents or the parents having expectations that were lower than a university education. Although these two studies were not conducted with Chinese adolescents, the positive role of parents’ educational expectations in adolescents’ academic and psychological outcomes that existed in these studies has also been found in Chinese society ( Long and Pang, 2016 ; Guo et al, 2018 ; Lv et al, 2018 ; Leung and Shek, 2019 ; Lu et al, 2020 ; Ren et al, 2021 ). Moreover, the suitability has been demonstrated of person–environment fit theory for Chinese society ( Jiang and Jiang, 2015 ; Wang and Wang, 2018 ; Liu et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Educational expectations are realistic beliefs regarding future academic outcomes, such as the highest level of educational attainment ( Yamamoto and Holloway, 2010 ; Wang and Benner, 2014 ; Ren et al, 2021 ). Adolescents’ educational expectations are usually measured by asking them which educational level they expect to complete ( OECD, 2019 ; Ren et al, 2021 ). The high educational expectations of adolescents have been demonstrated to be important factors for their academic and psychological adjustment ( Abu-Hilal, 2000 ; Jacob and Wilder, 2011 ; Phillips, 2012 ; Chai et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…A similar trend was found in Beijing, Shanghai, Jiangsu, and Guangdong, China, which participated in the PISA 2015 ( OECD, 2017 ). Several studies involving Chinese adolescents have also reported the positive effects of adolescents’ educational expectations on their academic achievement and subjective wellbeing ( Long and Pang, 2016 ; OECD, 2017 ; Guo et al, 2018 ; Lv et al, 2018 ; Chai et al, 2020 ; Wu et al, 2020 ; Ren et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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The Relationship Between Filial Piety and the Academic Achievement and Subjective Wellbeing of Chinese Early Adolescents: The Moderated Mediation Effect of Educational Expectations

Guo

Niu

2022

Front. Psychol.

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A successful student has been defined as one who not only performs well in academics but is also happy. Hence, how to promote adolescents’ academic success and wellbeing is an important issue with which researchers have been concerned. A few studies have explored the relationship of filial piety to the academic achievement or life satisfaction of Chinese adolescents. However, in view of the close relationship between the two outcomes, the unique effects of filial piety on academic achievement and subjective wellbeing and their underlying mechanisms need to be further clarified. Based on a sample of 677 students in Grade 6 (Mage = 12.24, SD = 0.36) and their parents in Beijing, China, this study examines how adolescents’ reciprocal filial piety (RFP) and authoritarian filial piety (AFP) are related to their academic achievement and subjective wellbeing. It also examines the mediating role of adolescents’ educational expectations in these relationships, and the moderating role of parents’ educational expectations in the relationships of adolescents’ filial piety to educational expectations and of adolescents’ educational expectations to academic achievement and subjective wellbeing. The results indicate that, when the two outcome factors are considered simultaneously, RFP is positively related to academic achievement and subjective wellbeing. In contrast, AFP is negatively related to academic achievement but not significantly related to subjective wellbeing. Moreover, adolescents’ educational expectations play a mediating role in the relationships of both RFP and AFP to academic achievement and subjective wellbeing. In addition, the positive effect of adolescents’ educational expectations on subjective wellbeing is stronger when mothers’ educational expectations are higher, supporting the moderating role of parents’ educational expectations. Our findings provide new insights into and implications for the moderated mediation mechanism underlying the links between filial piety and early adolescent development.

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Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated Moderation Model

Wang

Liu

et al. 2023

Child Psychiatry Hum Dev

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Family Socioeconomic Status, Educational Expectations, and Academic Achievement Among Chinese Rural-to-Urban Migrant Adolescents: The Protective Role of Subjective Socioeconomic Status

Cited by 21 publications

References 72 publications

Parental attitudes toward School and Chinese Adolescents’ Academic Performance: A Moderated Mediation Model

Parental attitudes toward School and Chinese Adolescents’ Academic Performance: A Moderated Mediation Model

The Relationship Between Filial Piety and the Academic Achievement and Subjective Wellbeing of Chinese Early Adolescents: The Moderated Mediation Effect of Educational Expectations

Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated Moderation Model

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