Children’s self-control and family savings for education: An empirical examination from China

Zhi, Kuiyun; Chen, Yongjin; Huang, Jin

doi:10.1016/j.childyouth.2020.105575

Cited by 10 publications

(7 citation statements)

References 57 publications

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“…Although there are no similar programs in China to our knowledge, researchers and policymakers have implemented asset-building demonstration programs for low-income children in China. given the significance of family savings and assets on children's self-control (Zhi et al, 2020), asset building for children could be a potential policy and practice tool to promote children's social emotional and psychological development which may in turn affect their involvement in delinquent activities, especially for those with low morality. Furthermore, another avenue for practice could be to integrate STEM (science, technology, engineering, and mathematics) education with humanities, which can provide individuals with "the knowledge and attributes to live comfortably and compassionately in their society and in the world alongside people different from them" (Walker, 2009, p. 232) and for individuals "to think deeply and reflectively about the good life, the good society and the idea of the good" (Bérubé, 2006, p. 295).…”

Section: Discussionmentioning

confidence: 99%

Self-Control and Delinquency in China: Examining the Mediating Role of Thoughtfully Reflective Decision Making

Wang

Gricius

Zhang

2023

Criminal Justice and Behavior

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Since Gottfredson and Hirschi proposed the general theory of crime, the direct link between self-control and delinquency has gained strong empirical support. The indirect link, however, remains understudied. Meanwhile, although Gottfredson and Hirschi argued that self-control theory can be applied in all cultural contexts, its generalizability needs to be tested under different circumstances. This study addressed these gaps by assessing the relationship between self-control and delinquency in China and introducing thoughtfully reflective decision making (TRDM) as the mediator of this relationship. Using self-reported data from the city of Changzhi, China, this study finds that (a) self-control is closely related to TRDM, (b) low self-control is significantly related to general and property delinquency for those with low morality, and (c) TRDM mediates the relationship between low self-control and delinquency for those with low morality. We discuss these findings and their implications for theory, research, and policy.

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Section: Discussionmentioning

confidence: 99%

Self-Control and Delinquency in China: Examining the Mediating Role of Thoughtfully Reflective Decision Making

Wang

Gricius

Zhang

2023

Criminal Justice and Behavior

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“…Regarding grade differences, in line with other Chinese studies ( Wu et al, 2015 ; Wu et al, 2017 ), children in grade 6 reported the lowest levels of behavioral problems compared to other grades. This finding may be attributable to children’s acquisition of self-control, which develops over time ( Duckworth and Gross, 2014 ; Zhi et al, 2020 ); both cross-sectional and longitudinal studies suggest that self-control in childhood strongly predicts individual behavioral problems ( Daly and Perez, 2009 ; Schlam et al, 2013 ). Thus, behavioral problems showed a downward trend with grade in the present study.…”

Section: Discussionmentioning

confidence: 99%

Daily Stress and Behavioral Problems in Chinese Children: The Moderating Roles of Family Functioning and the Classroom Environment

Ding

et al. 2021

Front. Psychol.

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Grounded in the stress-coping model, our study examined family functioning and the classroom environment as protective factors in the relationship between daily stress and behavioral problems in Chinese children. The participants were 1,450 children (51.7% male, Mage = 10.91 years, SD = 0.96) in the fourth, fifth, and sixth grades at five schools. The children completed the questionnaires measuring daily stress, family functioning, and the classroom environment. Additionally, their parents rated their behavioral problems. The latent moderated structural (LMS) equation approach was used to test moderator effects. After controlling for sex and grade, our results indicate that daily stress positively predicted the children’s behavioral problems. Both family functioning and the classroom environment moderated the relationship between daily stress and behavioral problems. Further assessment of latent interaction effects indicate that buffering effects on behavioral problems were most prominent in conditions involving low stress. In sum, families and schools should not ignore children’s minor stressors, as interventions involving family functioning and favorable classroom environments may help to reduce behavioral problems in children who report low levels of daily stress.

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“…These children did not have siblings and might have had fewer opportunities to interact with other children outside school. In another study in China, Guo et al [71] found prosocial behavior as a predictive factor for academic success and that peer acceptance mediated between prosocial behavior and academic success. These findings were consistent with the literature in the Western cultural context [86].…”

Section: Theme 5: Problem Behaviormentioning

confidence: 98%

Social-Emotional Development of Children in Asia: A Systematic Review

Yong

Lin

Toh

et al. 2023

Behavioral Sciences

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There has been growing interest in the social-emotional development of children. However, the social-emotional development of children in Asia remains a knowledge gap. This systematic review identifies and summarizes existing studies on children’s social-emotional development in Asia. We conducted a systematic review using the Guidelines for Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA). We reviewed 45 studies that met the inclusion criteria, and they were from 12 Asian countries, primarily the East Asia region (China and Hong Kong). Most of the studies were cross-sectional in design (n = 28, 62.2%). Six themes emerged, including (a) social-emotional development (overall) (n = 24, 53.3%); (b) social competence (n = 7, 15.6%); (c) emotional development (n = 5, 11.1%); (d) social-emotional learning (n = 3, 6.7%); (e) problem behavior (n = 3, 6.7%); (f) self-regulation (n = 2, 4.4%); and (g) both social-emotional learning and problem behavior (n = 1, 2.2%). The findings highlighted the paucity of studies, the need for examining more diverse variables in a similar population, and the low quality of intervention studies in social-emotional research in Asia. Research gaps indicate the need for more social-emotional and ethnocultural studies in other Asian regions. Parent and teacher knowledge of children’s social-emotional functioning should be examined more closely in future research.

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Children’s self-control and family savings for education: An empirical examination from China

Cited by 10 publications

References 57 publications

Self-Control and Delinquency in China: Examining the Mediating Role of Thoughtfully Reflective Decision Making

Self-Control and Delinquency in China: Examining the Mediating Role of Thoughtfully Reflective Decision Making

Daily Stress and Behavioral Problems in Chinese Children: The Moderating Roles of Family Functioning and the Classroom Environment

Social-Emotional Development of Children in Asia: A Systematic Review

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