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

*Corresponding author for this work

Research output: Contribution to journalArticle

1 Citation (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.

Original languageEnglish
Article number105084
Pages (from-to)1-7
Number of pages7
JournalChildren and Youth Services Review
Volume115
DOIs
Publication statusPublished - Aug 2020

Keywords

  • only child
  • scientific literacy
  • parents’ educational expectation
  • self-education expectation

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