Family assets, parental expectation, and child educational achievement in China: A validation of mediation analyses

The Effect of Fear of the COVID-19 on Depression Among Chinese Outbound Students Studying Online in China Amid the COVID-19 Pandemic Period: The Role of Resilience and Social Support

“…Previous studies also indicated that social support can be a preventive factor against negative psychological emotions among Chinese students (Cheng, 1997;Chen, 2018). The COSs are generally faced with high financial costs, high expectations from their families, heavy academic tasks, and not assimilated stereotypes of the Chinese group (Ruble and Zhang, 2013;Fang et al, 2020;Xi et al, 2020). In particular, the widespread prejudice against the China and Chinese citizens after the COVID-19 outbreak has put the COSs in a more complicated and hostile environment (Mittelmeier and Cockayne, 2020); thereby, social support is particularly imperative for them in this challenging situation.…”

Parental Social Comparison Related to Tutoring Anxiety, and Guided Approaches to Assisting Their Children's Home Online Learning During the COVID-19 Lockdown

“…Previous studies have suggested that upward and downward social comparisons play a pervasive positive and negative role in our lives (Festinger, 1954;Park and Baek, 2017). Chinese parents' parenting processes and their impact on child development are influenced by deeply embedded Confucian tradition (Fang et al, 2020). For example, compared to their Western counterparts, Chinese parents under the influence of Confucian traditions attach much greater importance to their children's educational development, and like to compare their children's education success as an essential measure of their personal status as well as a central criterion of family prosperity (Ng et al, 2014)).…”

A Two-Level Hierarchical Linear Model Analysis of the Effect of Teacher Factors, Student Factors, and Facility Conditions on Students’ Cognitive Scores in Rural China

“…The human resources that have an impact on students' performance include the number of teachers and management personnel at the school level (student-teacher ratio, part-time or full-time teacher), the quality (education background [8][9][10], title), the structure (gender [11,12], nation identity [13], teaching age [14], regular staff or not [15], age [16], and the major, subject). At the student level, students' gender [17,18], nation identity [19][20][21], only child or not [22] and learning factors such as self-education expectation [23], learning attitude, extracurricular reading and extracurricular learning [24], parents' educational background [25], educational expectations for their children [26], economic status [25] and peer influence [27] will also affect students' performance. Considering the research purposes of this paper and that primary and secondary school administrators almost also undertake daily teaching but that there is a large difference in the number of teachers between Han and ethnic minorities, family resources and peer influence are included in this study as control variables, the impact of managers' and teachers' students' nationalities structure on students' performance is not considered separately.…”