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

2020 ◽  
pp. 027243162098345
Author(s):  
Yi Ren ◽  
Feng Zhang ◽  
Ying Jiang ◽  
Silin Huang
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Protective Factor ◽  
Educational Expectations ◽  
Family Socioeconomic Status ◽  
Urban Migrant ◽  
Migrant Adolescents ◽  
The Relationship ◽  
Subjective Ses ◽  
Family Ses

The adverse impact of a low family socioeconomic status (SES) on rural-to-urban migrant children’s academic achievement has been widely demonstrated. However, knowledge regarding the mechanisms underlying this relationship is limited. The current study aimed to examine the potential mediating effects of educational expectations and the moderating effects of subjective SES on the relationship between family SES and academic achievement among Chinese rural-to-urban migrant adolescents. A sample of 321 rural-to-urban migrant adolescents (48.2% girls; mean age = 11.73 years, SD = 1.16 years) was recruited in China. The results indicated that migrant adolescents’ educational expectations mediated the relationship between family SES and academic achievement. In addition, the link between family SES and educational expectations was weak among adolescents with higher levels of subjective SES. These findings suggest that subjective SES serves as a protective factor buffering the negative effects of a low family SES on migrant adolescents’ academic achievement through educational expectations.

The Mediating Effect of Pupils’ Physical Fitness on the Relationship Between Family Socioeconomic Status and Academic Achievement in a Danish School Cohort

2019 ◽  
Vol 49 (8) ◽  
pp. 1291-1301 ◽  
Author(s):  
Mikkel Porsborg Andersen ◽  
Linda Valeri ◽  
Liis Starkopf ◽  
Rikke Nørmark Mortensen ◽  
Maurizio Sessa ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Physical Fitness ◽  
Mediating Effect ◽  
Family Socioeconomic Status ◽  
Danish School ◽  
The Relationship

scholarly journals Family Socioeconomic Status and Learning Engagement in Chinese Adolescents: The Multiple Mediating Roles of Resilience and Future Orientation

2021 ◽  
Vol 12 ◽  
Author(s):  
Jing-Jing Chen ◽  
Ting-Na Jiang ◽  
Ming-Fei Liu
Keyword(s):  
Socioeconomic Status ◽  
Academic Performance ◽  
Chinese Culture ◽  
Cognitive Theory ◽  
Future Orientation ◽  
Mediating Effects ◽  
Learning Engagement ◽  
Family Socioeconomic Status ◽  
The Relationship ◽  
Subjective Ses

This study explored the mediating effects of resilience and future orientation on the relationship between family socioeconomic status (SES) and learning engagement within the context of Chinese culture based on the cognitive theory of social class. A total of 1,245 junior high school students were recruited to complete anonymous questionnaires regarding the objective and subjective SES of their families, resilience, future orientation, and learning engagement. The mediating effects were tested by stepped multiple linear regression. Results indicated the following: (1) the relationships between objective and subjective SES, resilience, future orientation, and learning engagement was significantly positive; (2) resilience only mediated the relationship between subjective SES and learning engagement, whereas future orientation mediated the relationships between objective/subjective SES and learning engagement; (3) resilience and future orientation sequentially mediated the relationship between subjective SES and learning engagement. The current study contributes to a better understanding of how family SES influences adolescent academic performance from the perspective of adolescent cognitive abilities. In addition, this study provides implications for the prevention and intervention of academic performance of poor adolescents due to low SES.

The relationship between extracurricular music activity participation and music and Chinese language academic achievements of primary school students in China

2021 ◽  
pp. 030573562110276
Author(s):  
Hui Guo ◽  
Wen Yuan ◽  
C Victor Fung ◽  
Fumei Chen ◽  
Yanfang Li
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Fourth Graders ◽  
Chinese Language ◽  
Activity Participation ◽  
Primary School Students ◽  
School Students ◽  
Family Socioeconomic Status ◽  
Academic Achievements ◽  
The Relationship

In this study, we explored the relationship between extracurricular (formal and informal) music activity participation and music and Chinese language academic achievements of primary school students in China. Fourth graders ( N = 10,958) reported their demographic information and extracurricular music activity participation, and completed two standardized academic achievement tests, one on music and another on the Chinese language. Results showed that students’ music activity participation was related to higher music academic achievement after controlling for gender, school location, and family socioeconomic status. The effect of students’ informal music activity participation on their music academic achievements was greater than that of students’ formal music activity participation. Remarkably, students’ informal music activity participation was also positively related to their Chinese language academic achievement, while formal music activity participation showed a negative correlation with academic achievement in Chinese language. Findings contributed to an increased understanding of the influence of different kinds of extracurricular music activities on students’ academic developments.

Peer Victimization and Nonsuicidal Self-Injury Among Chinese Left-Behind Children: The Moderating Roles of Subjective Socioeconomic Status and Social Support

2020 ◽  
pp. 088626051989734 ◽  
Author(s):  
Quanquan Wang ◽  
Xia Liu
Keyword(s):  
Social Support ◽  
Socioeconomic Status ◽  
Peer Victimization ◽  
Protective Role ◽  
Subjective Socioeconomic Status ◽  
Left Behind ◽  
Self Injury ◽  
The Relationship ◽  
Subjective Ses ◽  
Nonsuicidal Self Injury

Peer victimization is a serious issue among school-aged children. Chinese left-behind children tend to experience peer victimization and associated nonsuicidal self-injury (NSSI) behavior. However, the possible improvement of subjective socioeconomic status (SES) based on increased family income may serve to buffer the relationship between peer victimization and NSSI, and this buffering effect may differ by level of social support. Thus, the current study aimed to examine the moderating effect of subjective SES on the relationship between peer victimization and NSSI by the level of social support among Chinese left-behind children. A total of 431 left-behind children and 447 non-left-behind children (comparison group) completed self-report scales measuring peer victimization, NSSI, subjective SES, and social support. Results showed that peer victimization was positively related to NSSI among left-behind children, but not among non-left-behind children. Moreover, for left-behind children with low levels of social support, high subjective SES intensified the association between peer victimization and NSSI; peer victimization was positively associated with NSSI among left-behind children who reported high subjective SES, but not among those with low subjective SES. However, high levels of social support seemed to protect the left-behind children with high subjective SES who experienced peer victimization from NSSI. For non-left-behind children with both parents present, high subjective SES played a protective role in the association between peer victimization and NSSI, regardless of the levels of social support they enjoyed. These findings contribute to an understanding of subjective SES as a moderating mechanism in the association between peer victimization and NSSI among left-behind children. Social support proved central to the protective role of subjective SES. Intervention programs to enhance social support can help to strengthen the protective effect of subjective SES on NSSI among left-behind children who experience peer victimization.

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