Only child, parental educational expectation, self-expectation and science literacy in Zhuang adolescents in China: A serial mediation model

Ling LI, Jiayi SHI, Dandan WU, Hui LI

Research output: Contribution to journalArticlespeer-review

8 Citations (Scopus)

Abstract

The impact of only-child policy on Chinese children's development has been widely studied, leaving those from ethnic minority groups unexplored. This study investigated the possible mediating factors in the relationship between Singleton (only-child or not) status and science literacy in Zhuang adolescents, the largest ethnic minority group in China. Altogether 527 Zhuang students (Female = 263; aged from 13 to 17) were surveyed and tested with PISA Science (2008). The path and mediation analysis have confirmed that Parental Educational Expectation (PEE) and Self-Educational Expectation (SEE) acted as the serial mediators between Singleton and Science Literacy. This model indicates that Singleton causes a higher PEE, which is associated with a higher SEE, and eventually results in a higher Science Literacy. This finding implies that the Expectancy Value Model might be cross-cultural and universal, and highlight the importance of fostering a positive educational expectation to promote science literacy in adolescents. Copyright © 2020 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number105084
JournalChildren and Youth Services Review
Volume115
Early online date20 May 2020
DOIs
Publication statusPublished - Aug 2020

Citation

Li, L., Shi, J., Wu, D., & Li, H. (2020). Only child, parental educational expectation, self-expectation and science literacy in Zhuang adolescents in China: A serial mediation model. Children and Youth Services Review, 115. Retrieved from https://doi.org/10.1016/j.childyouth.2020.105084

Keywords

  • Only child
  • Scientific literacy
  • Parents’ educational expectation
  • Self-education expectation

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