TY - JOUR
T1 - Only child, parental educational expectation, self-expectation and science literacy in Zhuang adolescents in China
T2 - a serial mediation model
AU - Li, Ling
AU - Shi, Jiayi
AU - Wu, Dandan
AU - Li, Hui
PY - 2020/8
Y1 - 2020/8
N2 - 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.
AB - 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.
KW - only child
KW - scientific literacy
KW - parents’ educational expectation
KW - self-education expectation
UR - http://www.scopus.com/inward/record.url?scp=85084967602&partnerID=8YFLogxK
U2 - 10.1016/j.childyouth.2020.105084
DO - 10.1016/j.childyouth.2020.105084
M3 - Article
AN - SCOPUS:85084967602
SN - 0190-7409
VL - 115
SP - 1
EP - 7
JO - Children and Youth Services Review
JF - Children and Youth Services Review
M1 - 105084
ER -