{"title":"Does Urban Dialect Ability of Migrant Children Significantly Affect Academic Performance? Analysis of Mediating Effects Based on School Integration.","authors":"Yuelong Ming, Cixian Lv, Zihan Wang, Haoran Cui, Kejun Zhang, Xiaotong Zhi","doi":"10.3390/bs15050645","DOIUrl":null,"url":null,"abstract":"<p><p>This study examined the relationship between the urban dialect ability and academic performance of migrant children, as well as the role of school integration between the two. This study collected data from 1687 migrant children aged 5-15 from 28 county-level units (counties, districts, cities) in China, sourced from the 2010 China Education Panel Survey (CEPS). The research results indicate the following: (1) the urban dialect ability of migrant children has a significant positive impact on their academic performance. (2) School identification, peer-peer engagement, and peer acceptance, as the three dimensions of school integration, play a mediating role between the urban dialect ability and academic performance of migrant children. Overall, this study provides theoretical support and policy recommendations for promoting school integration and academic performance development for migrant children.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 5","pages":""},"PeriodicalIF":2.5000,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12108768/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Behavioral Sciences","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3390/bs15050645","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
This study examined the relationship between the urban dialect ability and academic performance of migrant children, as well as the role of school integration between the two. This study collected data from 1687 migrant children aged 5-15 from 28 county-level units (counties, districts, cities) in China, sourced from the 2010 China Education Panel Survey (CEPS). The research results indicate the following: (1) the urban dialect ability of migrant children has a significant positive impact on their academic performance. (2) School identification, peer-peer engagement, and peer acceptance, as the three dimensions of school integration, play a mediating role between the urban dialect ability and academic performance of migrant children. Overall, this study provides theoretical support and policy recommendations for promoting school integration and academic performance development for migrant children.
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