Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes

Chen, Xiaodi; Hesketh, Thérèse

doi:10.3390/ijerph182111524

Cited by 23 publications

(17 citation statements)

References 73 publications

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“…A previous study has reported that rural adolescents appeared to be more vulnerable to symptoms of anxiety and depression compared with urban adolescents in two areas of Zhejiang Province, China [ 28 ]. More than half of the rural participants aged 14–16 in mainland China reported that they felt they were not likely to attain the level of education to which they aspired, and whose aspirations exceed expectations were more likely to report lower self-esteem, higher depression, lower academic self-perception, and poorer self-regulation than those without a discrepancy [ 29 ]. Another reason may be that with the rapid development and urbanization of China in recent years, large numbers of laborers migrated from rural areas to large cities, which has led to the emergence of many left-behind youth in rural areas.…”

Section: Discussionmentioning

confidence: 99%

The relationship between depressive and anxious symptoms and school attendance among adolescents seeking psychological services in a public general hospital in China: a cross-sectional study

Zhao,

Wang,

et al. 2023

BMC Psychiatry

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Background School attendance problems (SAPs), whether absenteeism or dropout, are strongly associated with poor outcomes for adolescents. We examined multiple variables that influence SAPs to identify potential leverage points for improving school attendance. Methods Self-reported SAPs and demographic information was collected from 392 adolescents in adolescents presenting to the general hospital for psychological services. PHQ-9 and GAD-7 were applied to assess the severity of depressive and anxious symptoms. We constructed logistic regression analysis and the Chi-Square Automatic Interaction Detection (CHAID) segmentation analysis via SPSS Decision Tree to identifying risk factors for the development of SAPs in adolescents. Results SAPs were self-reported by 252 (64.3%) adolescents. The SAPs group and non-SAPs group showed a significant difference in age, PHQ9 total scores, GAD7 total scores, schools, siblings, residence, parental marital quality, general health, regular exercise, and regular diet. A post hoc comparison between the two groups showed that the frequency of SAPs was significantly higher in the moderately-severe and severe depressive groups compared with other three groups (none, mild, moderate). The frequency of SAPs in severe anxious groups was significantly different from the none-anxious group. According to the binary logistic regression analysis, the depressive severity, siblings, residence, marital quality of parents, general health, and regular diet were correlated with the SAPs among adolescents. The adjusted OR of SAPs according to moderately-severe depressive symptoms was 10.84 (95%CI: 1.967–59.742) and severe depressive symptoms was 6.659 (95%CI: 1.147–38.666). In the decision tree model, PHQ-9 severity was extracted as the first splitting variable, with regular exercise and residence as the second, and siblings as the third. The ROC curves for predicting SAPs showed a fair diagnostic accuracy of the model with AUCs of CHAID model (0.705,95%CI:0.652–0.759, P = 0.000) and logistic regression model (0.777,95%CI:0.729–0.824, P = 0.000). Conclusion Our study provides insights into the associations between depressive symptoms and poor school attendance and identifies a number of risk factors associated with SAPs. Effective intervention by mental health practitioners, more attention by policy makers, and further research in this area are urgently needed for adolescents.

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Section: Discussionmentioning

confidence: 99%

The relationship between depressive and anxious symptoms and school attendance among adolescents seeking psychological services in a public general hospital in China: a cross-sectional study

Zhao,

Wang,

et al. 2023

BMC Psychiatry

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“…40 Chinese children whose aspirations exceed expectations show lower self-esteem and higher rates of depression. 41 Leftbehind children have worse mental health when their parents' educational expectations are higher than children's educational expectations. 42 Some studies deny the impact of educational expectations on adolescent mental health; for example, Reynolds and Baird found that adults who did not meet their early educational expectations did not suffer psychological consequences.…”

Section: Educational Expectations and Adolescent Mental Healthmentioning

confidence: 99%

“… 40 Chinese children whose aspirations exceed expectations show lower self-esteem and higher rates of depression. 41 Left-behind children have worse mental health when their parents’ educational expectations are higher than children’s educational expectations. 42 …”

Section: Literature Reviewmentioning

confidence: 99%

Internet Use Behavior and Adolescent Mental Health: The Mediating Effects of Self-Education Expectations and Parental Support

Du,

Fan,

et al. 2024

PRBM

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This study focuses on how Internet use behavior affects adolescents' mental health and whether self-education expectations and parental support mediate the relationship between Internet use behavior and adolescents' mental health. Methods: The data for this paper came from the results of the student questionnaire of the 2018 Programme for International Student Assessment (PISA 2018), which was a structured questionnaire that asked students about their family situation, school life, studies, internet use, and mental health, among other things. A sample of 336,600 children in grades 7-13 was selected for this study. The data were analyzed using STATA version 16 and the theoretical framework was tested using a mediated effects model. Results:The results of the study showed that Internet use behavior made a positive contribution to mental health and the mediating effects of self-education expectations and parental support on the relationship between Internet use behavior and adolescent mental health were all significant. Conclusion: It is recommended that appropriate policies should be formulated to help adolescents use the Internet rationally, and the positive effects of parental support and self-education expectations should be utilized.

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“…Following the Coleman report, based on the cohort effect in the social interaction theory, extensive studies have explained how school class segregation affects students’ academic achievement and educational attainment, and have argued that school class segregation directly affects students’ educational expectations [ 8 , 20 ]. In the process of interacting with peer groups, students gradually establish their educational expectations, especially those uncertain about their future paths [ 21 , 22 ]. School class composition determines what type of peer group an individual will interact with.…”

Section: Theoretical Foundations and Research Hypothesesmentioning

confidence: 99%

Negative Impacts of School Class Segregation on Migrant Children’s Education Expectations and the Associated Mitigating Mechanism

Zhi

et al. 2022

IJERPH

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This study thoroughly analyzes the impacts of school class segregation on the four dimensions of educational expectations of migrant children, and verifies the moderating effects of migrant children’s identification with the college entrance examination policy on the relationship between the two. A total of 1770 questionnaires were collected for this study. Through multiple regression analysis and moderating effect tests on the data, this study reveals that school class segregation has a significant negative impact on the educational expectations of migrant children; the migrant children’s identification with the college entrance examination policy also partially moderates the impacts of school class segregation on the academic achievement expectations and interpersonal expectations of migrant children. Informed by these results, this study proposes the following three mechanisms that can be used to mitigate the negative impacts of school class segregation on migrant children’s educational expectations: (a) an institutional mechanism involving the “unified urban–rural household registration”; (b) a cultural mechanism involving “promoting learning through examinations”; (c) a compensation mechanism involving the “principle of justice”. This paper provides a Chinese perspective on the issue of school class segregation by offering a policy reference for the improvement of the college entrance examination policy for migrant children and the reform of the household registration system.

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Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes

Cited by 23 publications

References 73 publications

The relationship between depressive and anxious symptoms and school attendance among adolescents seeking psychological services in a public general hospital in China: a cross-sectional study

The relationship between depressive and anxious symptoms and school attendance among adolescents seeking psychological services in a public general hospital in China: a cross-sectional study

Internet Use Behavior and Adolescent Mental Health: The Mediating Effects of Self-Education Expectations and Parental Support

Negative Impacts of School Class Segregation on Migrant Children’s Education Expectations and the Associated Mitigating Mechanism

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