Cognitive Ability: Social Correlates and Consequences in Contemporary China

Huang, Guoying; Xie, Yu; Xu, Hongwei

doi:10.1080/21620555.2015.1032161

Cited by 60 publications

(41 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…CFPS 2010 administered two standardized tests–a word test and a math test—to measure children’s educational performance (Huang, Xie, and Xu 2015). The word test had 34 question items, while the math test had 24.…”

Section: Data and Measuresmentioning

confidence: 99%

Family Background, Private Tutoring, and Children’s Educational Performance in Contemporary China

Zhang

Xie

2015

Chinese Sociological Review

Self Cite

View full text Add to dashboard Cite

The prevalence of private tutoring is often noted in the literature on education in East Asia. Empirical evidence concerning the causes and consequences of private tutoring, however, is sparse, especially for China. In this article, we draw upon data from the 2010 China Family Panel Studies to explore whether children’s tutoring experiences are influenced by family background and whether private tutoring benefits children’s educational performance. Our empirical analyses show that higher parental education, higher family income, and fewer siblings are all associated with a higher likelihood of private tutoring and higher levels of spending on it. Furthermore, private tutoring and spending on tutoring are predictive of higher verbal and math performances, although the difference in math performance between children who received private tutoring and those who did not is statistically insignificant after controlling for family background.

show abstract

Section: Data and Measuresmentioning

confidence: 99%

Family Background, Private Tutoring, and Children’s Educational Performance in Contemporary China

Zhang

Xie

2015

Chinese Sociological Review

Self Cite

View full text Add to dashboard Cite

show abstract

“…Existing literature shows mixed findings on the gender difference in children’s achievement. Some studies indicate that girls may outperform boys in verbal skills (Halpern and LaMay, 2000) or mathematical abilities (Kimball, 1989), while others suggest that gender differences are negligible (Hyde et al., 1990; Hyde and Linn, 1988). As shown in Figure 2, there were no significant gender differences for both the verbal and numeracy scores as the fitted lines for boys and girls nearly overlap each other.…”

Section: Resultsmentioning

confidence: 99%

An achievement test for Chinese preschool children: Validity and social correlates

Yeung

Chen

Ding

et al. 2020

Chinese Journal of Sociology

View full text Add to dashboard Cite

Early childhood is a crucial period for human development that has long-term implications for one’s life trajectories. During the years before formal schooling, brain size and structures, as well as cognitive abilities, undergo rapid development. Children’s cognitive abilities develop by leaps and bounds and show great malleability. Cognitive development during early childhood exerts a long-lasting influence on children’s life chances in adulthood. In China, however, there is no established reliable early childhood achievement test that can be used in a study. This study validates an achievement test for Chinese preschoolers. We analyze data from a nationally representative sample of children aged three to six who participated in the Zhang-Yeung Test of Achievement for Chinese Children (ZY-TACC) in 2012. The instrument consists of a 28-item verbal test and a 24-item numeracy test. Our evaluations indicate a satisfactory level of difficulty, as well as high internal consistency and reliability. This instrument exhibits ample ability to distinguish among children of different ages and varying family backgrounds in ways consistent with previous literature. Children’s test scores are also found to correlate in the expected direction with their behavioral indicators. We demonstrate that the ZY-TACC is a psychometrically robust, culturally and contextually appropriate instrument for assessing Chinese preschool children’s achievement. The instrument can make a significant contribution to research on early childhood development in China.

show abstract

“…In fact, the result is not counterfactual. According to the Cognitive Ability Theory in Sociology, certain cognitive abilities are important in determining socioeconomic outcomes (Huang et al, 2015). Suicide acceptability which can be seen as one kind of cognition about suicide should also be associated with suicide attempt.…”

Section: Discussionmentioning

confidence: 99%

Suicide Acceptability and Suicide Attempt

Sun¹,

Zhang²

2018

J Nerv Ment Dis

View full text Add to dashboard Cite

In the past decades, many studies have discussed the topic of suicide acceptability. However, there is no empirical study which identified that suicide acceptability is associated with suicide attempt worldwide. In the present study participants were 791 medically serious suicide attempters and controls aged 15 to 54 years in rural China. Suicide acceptability was evaluated by four questions in the General Social Survey and some social psychological variables were collected in a face-to-face interview. Logistic regression analysis was performed to examine the association between suicide acceptability and suicide attempt. After controlling some social psychological variables, suicide acceptability was still associated with suicide attempt (odds ratio, 2.85; p < 0.001). Tired of living was the most acceptable reason for the medically serious suicide attempters (32.7%). Suicide acceptability should be assessed when we evaluate an individual's suicide risk. The results contribute to our understanding about suicide acceptability, and they may also be translated into practice in suicide prevention.

show abstract

Cognitive Ability: Social Correlates and Consequences in Contemporary China

Cited by 60 publications

References 59 publications

Family Background, Private Tutoring, and Children’s Educational Performance in Contemporary China

Family Background, Private Tutoring, and Children’s Educational Performance in Contemporary China

An achievement test for Chinese preschool children: Validity and social correlates

Suicide Acceptability and Suicide Attempt

Contact Info

Product

Resources

About