School Management and Education Development for Chinese Migrant Children
The Mediating Role of Assistance and Affective Support
Bibliographic Data
| ID | 16911900 |
|---|---|
| Authors | Guangming Li (0000-0002-2526-8682, South China Normal University, corresponding author), Yuxi Pan (0009-0003-3788-0048, South China Normal University), Haiying Wen, Fadi Zhang (South China Normal University), Xiaoyan Yi (0000-0001-6995-8573, South China Normal University) |
| Year | 2023 |
| Volume | 13 |
| Issue | 3 |
| Publication date | 2023-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440231197624 |
| OpenAlex | W4387169887 |
| Language | EN |
| References cited | 19 |
The educational development level of migrant children is affected by many factors, and it is practical to study it. Based on the current situation of migrant children study in China, this study explored the multiple mediating effects of educational support and moderating effect of the age on the level of educational development by policy environment. The study sample was composed of 541 Chinese migrant adolescents aged 9 to 17. They completed educational development questionnaire, educational support questionnaire and policy environment questionnaire. Mediating and moderating effects analysis were used to examine the role of educational support between policy environment and educational development. The results show that the educational development level of Chinese migrant children was relatively high. However, there were significant differences among different schools and ages. It was found that school management played most important role in the educational development of migrant children. Also, it was found that assistance support played a partial mediating role between school management and academic condition, and affective support played a partial mediating role between school management and social behavior, and age played a moderating role between school management and social behavior. School management for Chinese migrant children should be further strengthened. Assistance support and affective support for Chinese migrant children should be further improved. In addition, the management of migrant children aged from 14 to 17 should be the focus of attention. In this study, some suggestions are put forward to improve these influence factors of education development for Chinese migrant children
China · Developmental psychology · Economic growth · Migrant workers · Political science · Social support · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology · Youth Substance Use and School Attendance
Health Status and Association With Interpersonal Relationships Among Chinese Children From Urban Migrant to Rural Left-Behind
The Effect of Social Support and Social Identity on the Relationship Between Perceived Discrimination and Socio-cultural Adjustment Among Chinese Migrant Children
The impact of family socioeconomic status and parenting styles on children's academic trajectories
The effects of social connections on self-rated physical and mental health among internal migrant and local adolescents in Shanghai, China
A Theoretical and Empirical Examination of Identity as Coping
Social stress, locality of social ties and mental well-being
Loneliness in Chinese children across contexts
Self- and Group-Orientations and Adjustment in Urban and Rural Chinese Children
| Highly cited | No |
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