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Article: Educational aspirations of Chinese migrant children: The role of self-esteem contextual and individual influences

TitleEducational aspirations of Chinese migrant children: The role of self-esteem contextual and individual influences
Authors
Issue Date2016
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning and Individual Differences, 2016, v. 50, p. 195-202 How to Cite?
AbstractThis study investigated the relationship between educational aspirations, contextual influences, and self-esteem in a large group of Chinese children who had migrated with their families from rural to urban settings. A total sample of 2491 migrant students (mean age = 14 years) from 15 elementary and middle schools in Zhejiang, China participated in the study. Through the structural equation modeling, it was found that social support from family and school, and self-esteem had direct and positive effects on migrant children's educational aspira- tions, above and beyond the influence of low socioeconomic status. Self-esteem also partially mediated the ef- fects of school and family support on educational aspirations. The association between family support and educational aspirations was stronger among elementary school students than among middle school students. These findings highlighted the critical role of contextual and individual factors in shaping Chinese migrant children's academic prospects.
Persistent Identifierhttp://hdl.handle.net/10722/231291
ISSN
2015 Impact Factor: 1.631
2015 SCImago Journal Rankings: 1.057

 

DC FieldValueLanguage
dc.contributor.authorFang, L-
dc.date.accessioned2016-09-20T05:22:05Z-
dc.date.available2016-09-20T05:22:05Z-
dc.date.issued2016-
dc.identifier.citationLearning and Individual Differences, 2016, v. 50, p. 195-202-
dc.identifier.issn1041-6080-
dc.identifier.urihttp://hdl.handle.net/10722/231291-
dc.description.abstractThis study investigated the relationship between educational aspirations, contextual influences, and self-esteem in a large group of Chinese children who had migrated with their families from rural to urban settings. A total sample of 2491 migrant students (mean age = 14 years) from 15 elementary and middle schools in Zhejiang, China participated in the study. Through the structural equation modeling, it was found that social support from family and school, and self-esteem had direct and positive effects on migrant children's educational aspira- tions, above and beyond the influence of low socioeconomic status. Self-esteem also partially mediated the ef- fects of school and family support on educational aspirations. The association between family support and educational aspirations was stronger among elementary school students than among middle school students. These findings highlighted the critical role of contextual and individual factors in shaping Chinese migrant children's academic prospects.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif-
dc.relation.ispartofLearning and Individual Differences-
dc.rightsPosting accepted manuscript (postprint): © <year>. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/-
dc.titleEducational aspirations of Chinese migrant children: The role of self-esteem contextual and individual influences-
dc.typeArticle-
dc.identifier.emailFang, L: fanglue@hku.hk-
dc.identifier.doi10.1016/j.lindif.2016.08.009-
dc.identifier.hkuros263998-
dc.identifier.volume50-
dc.identifier.spage195-
dc.identifier.epage202-
dc.publisher.placeUnited Kingdom-

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