Do Demographic Characteristics Make Differences? Demographic Characteristics as Moderators in the Associations between Only Child Status and Cognitive/Non-cognitive Outcomes in China.
Do Demographic Characteristics Make Differences? Demographic Characteristics as Moderators in the Associations between Only Child Status and Cognitive/Non-cognitive Outcomes in China.
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DOI：
10.3389/fpsyg.2017.00423
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发表时间：
2017
影响因子：
3.8
通讯作者：
Hu Y
中科院分区：
文献类型：
--
作者：
Liu N;Chen Y;Yang X;Hu Y
不同的家庭组成和规模可能会影响儿童的发展，通过不同的模式之间的互动家庭成员。以前的研究比较了独生子女和非独生子女的认知/非认知结果。然而，相对较少的研究系统地调查了其中的潜在调节者。本研究以中国7 - 8年级学生为样本，考察了性别、地区、父母教育水平、父母期望、家庭社会经济地位和家庭结构等人口统计学特征在独生子女与认知/非认知结果之间的关系中的作用。在认知结果方面，独生子女对三个地区的学生的语文和数学学业成绩都有影响。独生子女身份与认知结果之间的关联在地区、父母教育、父母期望和家庭结构上存在差异，而性别和家庭社会经济地位则没有差异。在非认知结果方面，独生子女对全样本学生的学校幸福感、学业自我效能感、学业自我概念和内部学业动机有影响，但对外部学业动机没有影响。此外，独生子女身份和非认知结果之间的关联在地区，父母教育，家庭社会经济地位和家庭结构方面存在差异，而性别和父母期望则没有差异。这些研究结果表明，独生子女地位和认知/非认知结果之间的关联是异质性的一些人口统计学特征。并对中国地域和家庭环境的一些概念提出了可能的解释。
Different family compositions and sizes may affect child development through the different modes of interaction between family members. Previous studies have compared only children with non-only children in cognitive/non-cognitive outcomes. However, relatively little research has systematically investigated the potential moderators among them. Using a large and representative sample of Chinese students (Grades 7–8; N = 5,752), this study examines the roles of demographic characteristics, such as gender, region, parental educational level, parental expectations, family socio-economic status and family structure, in the associations between only child status and cognitive/non-cognitive outcomes. For the cognitive outcomes, only child status exerts an influence on the students' academic performance in Chinese and mathematics in the sample of three districts' students. The examined associations between only child status and cognitive outcomes are different in region, parental education, parental expectations and family structure, while gender and family socio-economic status did not. For the non-cognitive outcomes, only child status exerts an influence on the students' school well-being, academic self-efficacy, academic self-concept, and internal academic motivation in the full sample of students, but not on external academic motivation. Further, the examined associations between only child status and non-cognitive outcomes are different in region, parental education, family socio-economic status and family structure, while gender and parental expectations did not. These findings suggest that the associations between only child status and cognitive/non-cognitive outcomes are heterogeneous in terms of some of the demographic characteristics. Possible explanations are proposed in some concepts of region and family environment in China.