Zhuang Jia
Biographic Data
| ID | 4415602 |
|---|---|
| NAME | Zhuang Jia |
| GIVEN NAMES | Zhuang |
| FAMILY NAME | Jia |
| SIGNATURE | JIA Z |
| AFFILIATIONS | Hong Kong Polytechnic University |
| ORCID | 0000-0001-8033-4147 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Interventions for Rural Migrant Children in China
The large-scale rural-to-urban migration in China has resulted in more than 50 million rural migrant children facing various significant challenges. Despite the increasing intervention efforts that have emerged in response, a comprehensive synthesis of existing studies remains lacking. This scoping review attempts to fill this gap by identifying the issues addressed in existing intervention studies, examining the methodologies used, and highlight…
Educational expectations among Chinese parents from 2014 to 2022
This study explores the historical evolution of educational expectations among Chinese parents from 2014 to 2022. Utilizing data from the nationally representative China Family Panel Studies, the research employs a comparative approach to analyze differences in the change pattern of educational expectations between rural parents from Eastern, Central, and Western China and urban parents. Two distinct datasets were generated to ensure robust findi…
The Left-Behind of the Left-Behind
Prior research tends to treat left-behind children as homogeneous, overlooking variations in their family structures. Grounded in the Resilience and Youth Development Module, this study explores caregiver support among four distinct groups of left-behind children: children left behind by one (LBC-One) or two migrant parents (LBC-Two), children from divorced families left behind by the custodial parent (LBC-Divorced), and bereaved children left be…
The role of parent–child communication on Chinese rural left-behind children’s educational expectation
Parents are the most intimate and proximal influences on a child’s development. Migration-induced parental absence in rural China might pose a considerable threat to the educational development of left-behind children because of insufficient parent–child communication. Despite growing scholarly attention, we know little of the effect of parental migration on either parent–child communication or the educational expectations of rural students of di…
Educational Development of Chinese Rural Left‐Behind Children
Recent research from a resilience perspective has underscored the significance of students' internal learning characteristics, alongside support and resources from various external systems, in promoting the positive educational development of rural left‐behind students despite parental absence. Utilizing a strength‐based approach, these studies have identified numerous promotive and protective factors from left‐behind children's multiple systems.…
Academic resilience of Chinese rural left-behind adolescents
Interventions for left-behind children in Mainland China
As the discussion of Chinese left-behind children (LBC) continues, intervention programs dedicated to this population increase and diversify. While reviews have summarized intervention programs promoting LBC’s health and psychological wellbeing, there is no synthesis depicting a comprehensive picture. This scoping review systematically examines interventions tackling LBC’s various issues and identifies their design and foci. We performed a system…
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Interventions for left-behind children in Mainland China
As the discussion of Chinese left-behind children (LBC) continues, intervention programs dedicated to this population increase and diversify. While reviews have summarized intervention programs promoting LBC’s health and psychological wellbeing, there is no synthesis depicting a comprehensive picture. This scoping review systematically examines interventions tackling LBC’s various issues and identifies their design and foci. We performed a system…
The role of parent–child communication on Chinese rural left-behind children’s educational expectation
Parents are the most intimate and proximal influences on a child’s development. Migration-induced parental absence in rural China might pose a considerable threat to the educational development of left-behind children because of insufficient parent–child communication. Despite growing scholarly attention, we know little of the effect of parental migration on either parent–child communication or the educational expectations of rural students of di…
Educational Development of Chinese Rural Left‐Behind Children
Recent research from a resilience perspective has underscored the significance of students' internal learning characteristics, alongside support and resources from various external systems, in promoting the positive educational development of rural left‐behind students despite parental absence. Utilizing a strength‐based approach, these studies have identified numerous promotive and protective factors from left‐behind children's multiple systems.…
Academic resilience of Chinese rural left-behind adolescents
Interventions for Rural Migrant Children in China
The large-scale rural-to-urban migration in China has resulted in more than 50 million rural migrant children facing various significant challenges. Despite the increasing intervention efforts that have emerged in response, a comprehensive synthesis of existing studies remains lacking. This scoping review attempts to fill this gap by identifying the issues addressed in existing intervention studies, examining the methodologies used, and highlight…
Educational expectations among Chinese parents from 2014 to 2022
This study explores the historical evolution of educational expectations among Chinese parents from 2014 to 2022. Utilizing data from the nationally representative China Family Panel Studies, the research employs a comparative approach to analyze differences in the change pattern of educational expectations between rural parents from Eastern, Central, and Western China and urban parents. Two distinct datasets were generated to ensure robust findi…
The Left-Behind of the Left-Behind
Prior research tends to treat left-behind children as homogeneous, overlooking variations in their family structures. Grounded in the Resilience and Youth Development Module, this study explores caregiver support among four distinct groups of left-behind children: children left behind by one (LBC-One) or two migrant parents (LBC-Two), children from divorced families left behind by the custodial parent (LBC-Divorced), and bereaved children left be…
Left behind (5 works) · Psychology (4 works) · China (3 works) · Psychiatry (3 works) · Psychological resilience (3 works) · Resilience and Mental Health (3 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Family and Disability Support Research (2 works) · Family Support in Illness (2 works)