Research on Non-Cognitive Ability Disparity of Chinese Adolescent Students: A Rural-Urban Analysis

Abbasi, Babar Nawaz; Luo, Zhimin; Sohail, Ali; Shasha, Wang

doi:10.1080/1226508x.2022.2085134

Cited by 4 publications

(4 citation statements)

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“…Previous studies have demonstrated significant disparities in non-cognitive abilities among Chinese adolescents residing in urban and rural areas ( Abbasi et al, 2022 ), as well as between genders ( Gong et al, 2021 ). This section aims to investigate whether the influence of family residence structure on adolescents’ non-cognitive skills varies across different regions or genders.…”

Section: Resultsmentioning

confidence: 99%

“…The survey specifically targets seventh and ninth-grade students in 28 randomly selected counties nationwide. With a sample size of approximately 20,000 students from 112 schools and 438 classes, this dataset serves as a representative resource for investigating the impact of various factors on students’ cognitive and non-cognitive abilities ( Gong et al, 2021 ; Huang et al, 2021 ; Abbasi et al, 2022 ).…”

Section: Data Sources and Research Designmentioning

confidence: 99%

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The impact of family residence structure on adolescents’ non-cognitive abilities: evidence from China

Tang,

Xiao,

Zhang

et al. 2024

Front. Psychol.

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PurposeThe family residence structure serves as a crucial pathway through which the family environment influences adolescents’ development.MethodsDrawing on nationally representative data, this study employs multiple linear regression models and propensity score matching to examine the impact of various family residence structures on adolescents’ non-cognitive abilities. Causal identification is achieved through propensity score matching, while robustness is assessed using methods such as augmented inverse probability weighting and placebo tests. Heterogeneity analysis is conducted based on gender and household registration, aiming to explore the mechanisms by which family residence structure affects adolescents’ non-cognitive abilities.ResultsThe findings indicate that compared to two-parent co-residence households, three-generation co-residence families have significantly positive effects on emotional stability, conscientiousness, and agreeableness among adolescents. In contrast, skip-generation coresidence families exhibit significant negative effects on emotional stability and agreeableness in adolescents. Further investigation into the underlying mechanisms reveals that parental involvement and family socioeconomic status within three-generation co-residence families positively influence adolescents’ non-cognitive abilities.ConclusionThis study highlights the importance of considering grandparents’ role in adolescent growth and advocates for policy recommendations focusing on enhancing non-cognitive abilities in adolescents from skip-generation co-residence families.

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Section: Resultsmentioning

confidence: 99%

Section: Data Sources and Research Designmentioning

confidence: 99%

The impact of family residence structure on adolescents’ non-cognitive abilities: evidence from China

Tang,

Xiao,

Zhang

et al. 2024

Front. Psychol.

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“…Evidence from economic and psychological research has highlighted the role of non-cognitive skills in students' academic achievement, lifetime income, and well-being (Heckman et al, 2006;Chernyshenko et al, 2018). Adolescence is a critical period for individual development, and helping adolescents develop good non-cognitive skills will benefit them lifelong (Abbasi et al, 2022). The PISA and SSES International Survey Project implemented by the OECD both take adolescent students' non-cognitive performance as important assessment indicators (Lee and Stankov, 2018).…”

Section: Introductionmentioning

confidence: 99%

The impact of head teacher praise and criticism on adolescent non-cognitive skills: Evidence from China

Wang

Pan³

2023

Front. Psychol.

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IntroductionAlthough the importance of teacher feedback has been confirmed by a great number of studies, the association of head teacher praise and criticism with adolescents’ non-cognitive skills still needs more deeper and more extensive research. Therefore, how to improve the non-cognitive skills of adolescents, especially those with disadvantaged family and economic backgrounds, has become a key concern in the field of educational practice.MethodsBased on CEPS data, this paper used panel regression and PSM-DID methods to analyze the impact of head teacher feedback on an adolescent’s non-cognitive skills measured by the big-five personality scale.ResultsIt found that praise from head teachers favorably influenced adolescents’ extraversion, agreeableness, openness, and conscientiousness, yet significantly mitigates their neuroticism. Meanwhile, the effect of criticism from head teachers is bi-facial: It made a positive effect on adolescents’ extraversion and openness but impaired their conscientiousness and neuroticism. As rural adolescents notably lag in their non-cognitive skills and are much less likely to be praised by head teachers compared to their urban peers, we estimate that when rural adolescents are frequently praised by their head teachers at the same level as urban students, their gap in extraversion, agreeableness, neuroticism, openness, and conscientiousness would be narrowed by 12.51%, 16.58%, 11.35%, 14.25%, and 24.29%. This finding has significant implications for head teacher teaching and adolescent well-being.ConclusionsThe study examined the effects of head teacher praise and criticism on adolescent non-cognitive skills. The results showed that adolescents who were often praised by head teachers developed better non-cognitive skills. While the effect of head teacher criticism was two-sided: it enhances extraversion and openness as well as heightens neuroticism and corrupts conscientiousness. We further analyzed the urban-rural gap in non-cognitive skills and found that rural adolescents significantly lagged, and they have a lower possibility to be often praised by the head teacher, but a higher probability to be criticized. Through the PSM-DID quasi-experimental design, it was suggested that more head teacher praise can improve the non-cognitive skills among adolescents. When rural adolescents are estimated to receive the same amount of praise as urban adolescents, the disparities reduction in their non-cognitive skills can become possible. Our findings are of great significance to promote adolescent non-cognitive skills development and improve educational equity in urban and rural areas.

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“…Adolescence is a critical period for individual development. Helping adolescents develop non-cognitive skills benefits them for the rest of their lives (Abbasi et al, 2022). Adolescence is the period between childhood and adulthood.…”

Section: Introductionmentioning

confidence: 99%

An Examination of Physical Literacy of High School Students

CENGİZ

2023

education

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The aim of this study is to examine the physical literacy of high school students. Since the high school age group is between 14-18, it is designed for adolescents. Physical literacy emerges as a concept that does not date back very much. When the literature is examined, it is seen that the number of studies related to this concept is low in Turkish context. A total of 260 high school students residing in the province of Ankara participated voluntarily for this purpose. Regarding the gender distribution of the participants, 163 were female and 97 were male. Demographic information and Perceived Physical Literacy Scale for Adolescents were conducted via Google form. The scale developed by Sum et al. (2018) was adapted into Turkish by Yılmaz and Kabak (2021) has also been used for data collection. Data were collected from the accessible group by simple random sampling method. Descriptive statistics were used in the analysis of the findings. Since the groups showed normal distribution, one-way ANOVA and independent groups t-test were used in the analyses. As a result, no difference was found in the gender variable. At the grade level, significant differences were found between 9th and 11thgrades, and between 9th and 11thgradesagainst 9th.According to the status of doing sports, a significant difference was found in favor of those who do sports. According to the statistics made among those who do sports regularly every week, it was found that as the number of days of exercise increased, physical literacy also increased. The findings are discussed in the light of the relevant literature.

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Research on Non-Cognitive Ability Disparity of Chinese Adolescent Students: A Rural-Urban Analysis

Cited by 4 publications

References 27 publications

The impact of family residence structure on adolescents’ non-cognitive abilities: evidence from China

The impact of family residence structure on adolescents’ non-cognitive abilities: evidence from China

The impact of head teacher praise and criticism on adolescent non-cognitive skills: Evidence from China

An Examination of Physical Literacy of High School Students

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