The One-Child Policy and Its Impact on Chinese Families

Settles, Barbara H.; Sheng, Xuewen; Yuan, Zhimin; Zhao, Jia

doi:10.1007/978-1-4614-0266-4_38

Cited by 74 publications

(44 citation statements)

References 41 publications

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“…Differences remained significant after controlling for the effects of gender and age. These results are consistent with those of previous studies that have found higher levels of negative psychological symptoms among international students from Asia or China specifically (Cross, 1995;Han et al, 2013;Leung et al, 2012;Settles et al, 2012;Yeh, 2003). Qualitative data suggested that the main sources of anxiety and stress for the Chinese students were academic factors, such as study workload and ambiguity over assessment tasks or teaching styles; life balance stressors, such as lack of time for relationships and social activities; and family stressors, including high expectations and pressure to succeed from parents.…”

Section: Discussionsupporting

confidence: 93%

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An empirical investigation of the incidence of negative psychological symptoms among Chinese international students at an Australian university

Redfern

2016

Australian Journal of Psychology

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Objective: To examine comparative levels of depression, anxiety, and stress among a sample of Chinese international students and local Australian students studying at a major Australian university, and to elicit the main sources of symptoms in these groups. Method: The study used the Depression, Anxiety and Stress Scale (DASS-42) to measure scores on each of the subscales in a sample of 201 undergraduate students. Differences between the local students, Australian students, and Chinese international students are reported. Qualitative data are analysed to determine the main sources of students' psychological symptoms. Results: Australian students' stress levels fell between the 'mild' to 'moderate' categories, while Chinese students' stress levels fell within the 'moderate' category. Anxiety levels were between 'normal' and 'mild' for Australian students, and between 'moderate' and 'severe' for Chinese students. Depression levels fell in the upper range of 'normal' for both groups. Chinese students' levels of both stress and anxiety were significantly higher than for local students. Academic, life balance, and family factors were found to be the main sources of stress for Chinese students. Conclusions: Chinese international students experience significantly higher levels of anxiety and stress than their Australian counterparts, and the causes of these appear to be culture-specific. Universities have a duty of care to address the phenomena of psychological morbidity among Chinese international students. Approaches to psychological support services, including counselling and academic support, should be culturally specific and must be reinforced constantly during the semester as stress and anxiety accumulate.

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Section: Discussionsupporting

confidence: 93%

“…An academic failure for a Chinese student could mean a loss of face, a sense of shame, severe criticism from one's family, and a lifelong sense of failure (Settles et al, 2012). Unlike in Western countries where mental illness is a separate and distinct field of treatment, Chinese culture does not define mental illness as a separate entity.…”

Section: Discussionmentioning

confidence: 99%

An empirical investigation of the incidence of negative psychological symptoms among Chinese international students at an Australian university

Redfern

2016

Australian Journal of Psychology

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“…Chinese children, for their part, view providing sufficient resources for children's learning as a major responsibility of parents, particularly as a part of parents’ guan , which is an important cultural concept of parenting that stresses parents’ role in being highly involved, caring, and concerned (Chao, ). Additionally, as a Chinese policy from 1980 to 2015 restricted couples from having more than one child, family structures and the traditional parent–child relationship have changed; in the learning context, the manifestations of this change included superior education, which means better learning environments at home and finer school conditions (Hao & Wang, ), greater parental concern with their sole child's education, and higher expectations for the child (Hao & Wang, ; Settles, Sheng, Zang, & Zhao, ; Wang & Liu, ). However, in the most recent PISA (Programme for International Student Assessment) 2012 and 2015 assessments with a large sample of 15‐year‐old students, the result showed that parental expectations, support, and activities related to children's learning seemingly did not systematically differ between Chinese (including Hongkong, Macao, Taipei, and Mainland China) and Western culture (OECD, , ).…”

Section: Parental Impact On Chinese Learningmentioning

confidence: 99%

Emotions and Parenting in Learning Among Chinese Children

Wang

2019

New Directions for Child and Adolescent Development

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Learning constitutes a main developmental context for children everywhere. Learning‐related emotions can affect cognition, motivation, and achievement and are associated with parenting. Studies on learning‐related emotions and how parenting is associated with a child's emotional development in learning have been less conclusive for Chinese children. This article provides an overview of the literature on related emotions as experienced in academic settings in Chinese culture and their relations with parenting. The research on academic, achievement, and domain‐specific emotions is presented from a culture‐specific perspective. After stressing the functions of emotions for learning and achievement, we discuss the complex relationship between emotions and parenting in the learning context. We propose an integrated model of emotion, parenting, self, and achievement in learning to understand the mechanisms of the interactions between emotions and parenting from a culture‐specific perspective. Implications for future research are identified.

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“…Bai, Lai, and Guo (2016), for example, stated that “under the ‘one-child’ policy, it has become increasingly difficult for the younger generation to provide filial support in a traditional way as most of them do not have siblings to share the filial obligations” (p. 28). Other authors have pointed out the so-called 4-2-1 problem, in which two singletons of the one-child generation are expected to care for four aging parents and one child (e.g., Settles et al, 2013; Zhang & Goza, 2006), not taking into account potential surviving grandparents, or multiple children.…”

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confidence: 99%

The Chinese Postreform Generation as Caregivers: The Caregiving Intentions Toward Parents and Parents-in-Law of the One-Child Generation

Warmenhoven

Hoebink

Janssens

2018

Journal of Family Issues

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The problem of population aging in China has been widely documented. As a result of decreasing birth rates due to the Chinese one-child policy, birth rates have decreased dramatically, while life expectancy has increased. By 2040, it is expected that 24.6% of the Chinese population will be older than 65 years (United Nations, Department of Economic and Social Affairs, Population Division, 2015), with the majority of the elderly care likely to fall to their, often, singleton children. Little research has been conducted, however, with this future generation of caregivers. This article reports on a mixed-methods study comparing the attitudes of the one-child generation toward the future care of their parents and parents-in-law, in terms of gender, sibling status, and urban/rural providence. It includes the results of 26 in-depth interviews with students aged 18 to 22 years, and a survey among 351 first-year students of a semiprivate university in Zhuhai (China). No differences were found for gender, sibling status, or urban/rural providence for the intention to take care of the own parents in the future, although rural and nonsingleton participants were more likely to mention that they intended to live close to, or with their parents in the future than their urban and singleton counterparts. Concerning the care for future parents-in-law, male students in both the survey and the interviews were significantly less likely to accept responsibility for their care than female students, but no differences were found for urban/rural providence or for sibling status in this respect. Finally, female and rural students were found to be significantly much more likely to want to live in a separate house than their male and urban counterparts.

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The One-Child Policy and Its Impact on Chinese Families

Cited by 74 publications

References 41 publications

An empirical investigation of the incidence of negative psychological symptoms among Chinese international students at an Australian university

An empirical investigation of the incidence of negative psychological symptoms among Chinese international students at an Australian university

Emotions and Parenting in Learning Among Chinese Children

The Chinese Postreform Generation as Caregivers: The Caregiving Intentions Toward Parents and Parents-in-Law of the One-Child Generation

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