Comparisons of academic achievements of one-only children vs. children with siblings in China

Li, Meijuan; Cai, Minmin; Zhong, H.; Liu, Hongyun

doi:10.1007/s12144-020-01263-5

Cited by 9 publications

(4 citation statements)

References 40 publications

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“…For students living in rural areas before university, larger sibship size meant higher likelihoods of sexual initiation after using pornography, never or rarely using contraception, and even severe health consequences, such as unintended pregnancy and diagnosis with STI(s). Our analysis supplemented the sibling effect in China, while the previous literature concentrated on physical health status [ 48 , 49 ] and academic achievements [ 18 , 50 ].…”

Section: Discussionmentioning

confidence: 99%

“…Common determinants related to the health system include the role of providers [ 6 , 7 ] and service delivery [ 8 , 9 , 10 ]. Social conditions include poverty [ 11 , 12 ], migration [ 13 , 14 , 15 ], school-based education [ 16 , 17 , 18 ], and sexual violence or coercion [ 19 , 20 ]. As family is a critical context for young people to learn norms and behaviors of SRH, some studies have also paid attention to the relationship between family and SRH, such as the role of parents [ 21 , 22 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

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Effects of Sibship Size and Birth Order on Sexual and Reproductive Health among Sexually Active Young People in China

Yuan

Cao

2022

Children

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Only children are more prevalent among young people today in China due to the globally renowned one-child policy since the 1980s, but the association between sibship size and the sexual activity of youth needs to be further clarified. The aim of this study was to explore the effect of siblings, being an only child, and birth order on the sexual and reproductive health (SRH) of young people. Data were utilized from 11,044 sexually active college/university students who participated in a large-scale national survey. Overall, numerous undergraduates nationally identified as only children (43.5%); for non-only children, 32.4% were oldest children, 10.5% were middle children, and 13.6% were youngest children. For both sexes, having more siblings was related to having risky sexual debuts and less contraceptive use. Furthermore, young men and young people born in rural areas with more siblings were more likely to have severe health outcomes, such as unwanted pregnancy and sexually transmitted infection(s). Finally, being an only child protected youth from risky sexual behaviors and adverse health outcomes. For students with siblings, middle children were more inclined to risky sexual initiation and low frequency of contraception compared to first-borns. Our analysis provides the first evidence of one child and sibling effects on SRH in China and has significant implications for promoting SRH in the context of encouraging childbirth.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of Sibship Size and Birth Order on Sexual and Reproductive Health among Sexually Active Young People in China

Yuan

Cao

2022

Children

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“…Second, number of adults in the household affects children’s learning environment and resources, which are associated with children’s academic performance (Huang et al, 2017; O’Malley et al, 2015). Likewise, number of children (siblings) at home is associated with children’s academic achievement (Li et al, 2021; Ma & Klinger, 2000). Therefore, to account for the academic achievement disparities as a result of differences in child and household characteristics, we controlled for these variables in our study.…”

Section: Different Academic Trajectories Between Ebs and Non-ebsmentioning

confidence: 99%

Different roles of family socioeconomic status in academic trajectories between emergent bilinguals and their peers across primary years.

Shen,

Wang

2024

Journal of Educational Psychology

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The academic achievement of emergent bilinguals (EBs) has received increasing attention in the past decades due to the growing presence of this population. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 data set, we compared academic growth trajectories of ever-EBs (including both former and current EBs) and never-EBs and how EB status and family socioeconomic status (SES) intersect to shape children’s trajectories of academic skills development from kindergarten through Grade 5. Compared to never-EB students, ever-EBs performed significantly better in reading, math, and science in kindergarten but grew significantly slower in all three academic areas across primary years. In addition, household income and parental education were differentially associated with academic development, with differences between ever-EB and never-EB students (ever-EBs outpaced never-EBs) narrowing at higher income gradients for reading and math and narrowing at higher levels of parental educational attainment for science. Results suggest that ever-EBs from lower-SES families were more likely to maintain advantages over their never-EB peers from similar SES backgrounds, compared to children from higher-SES families. The current study provided compelling evidence of the different roles of dimensions of SES in shaping academic trajectories in ever-EB and never-EB children.

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“…A thick body of research has been done on high school student's academic performance (Cheng, Armatas, & Wang, 2020;Kleemola & Hyytinen, 2019;Kleemola, Hyytinen, & Toom, 2023;Li, Cai, Zhong, & Liu, 2021). However, there is still a significant research gap when it comes to a thorough analysis of how socioeconomic status (SES), school facilities, and student-teacher interaction collectively impact the academic achievement of higher school students.…”

Section: Introductionmentioning

confidence: 99%

Beyond the Classroom: Mapping the Terrain of High School Achievement through Student-Teacher Interactions, Socioeconomic Realities, and School Facilities

2024

PSSR

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In the complex terrain of high school education, it is critical to comprehend the elements that greatly influence academic achievement. This study evaluated the impact of studentteacher interaction, socioeconomic status, and facilities at school on the academic achievement of high school students. The cross-sectional and quantitative research design was employed. Multistage and proportionate sampling techniques were used. 280 respondents were selected using these techniques from public sector high schools in Faisalabad. Data were collected using a questionnaire having the key study variables. The collected data was analysed with IBM SPSS for windows (27 edition). Descriptive, correlational, and multiple regression analyses were utilised to evaluate the impact of student-teacher interaction, socioeconomic status, and facilities at school on the academic achievement of high school students. The findings of the study show that student-teacher interaction, socioeconomic status, and facilities at school significantly positively impact academic achievement. The study underscores the importance of positive interaction between students and teachers, socioeconomic parity, and school infrastructure in optimizing academic achievement. Policy recommendations for educational leaders, policymakers, and administrators are also discussed.

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Comparisons of academic achievements of one-only children vs. children with siblings in China

Cited by 9 publications

References 40 publications

Effects of Sibship Size and Birth Order on Sexual and Reproductive Health among Sexually Active Young People in China

Effects of Sibship Size and Birth Order on Sexual and Reproductive Health among Sexually Active Young People in China

Different roles of family socioeconomic status in academic trajectories between emergent bilinguals and their peers across primary years.

Beyond the Classroom: Mapping the Terrain of High School Achievement through Student-Teacher Interactions, Socioeconomic Realities, and School Facilities

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