Child Indicators Research最新文献_第8页

Are South African children on track for early learning? Findings from the South African Thrive By Five Index 2021 Survey 南非儿童的早期学习是否步入正轨？南非 2021 年 "五岁前茁壮成长指数 "调查的结果

IF 2.8 3区社会学

Child Indicators Research Pub Date : 2023-12-15 DOI: 10.1007/s12187-023-10093-3

{"title":"Are South African children on track for early learning? Findings from the South African Thrive By Five Index 2021 Survey","authors":"","doi":"10.1007/s12187-023-10093-3","DOIUrl":"https://doi.org/10.1007/s12187-023-10093-3","url":null,"abstract":"<h3>Abstract</h3> We report on a national South African multistage cluster sampling survey of early development in 5,222 children aged 50-59 months enrolled in preschool programmes. Children were assessed on the Early Learning Outcomes Measure (ELOM 4&5), the ELOM Social-Emotional Rating Scale, and linear growth (height-for-age), in the last quarter of 2021. ELOM 4&5 is standardised for South Africa and measures development in five domains: Gross Motor, and Fine Motor Development, Numeracy and Mathematics, Cognition and Executive Functioning, and Literacy and Language skills. Cut scores are used to classify children as On Track, Falling Behind, or Falling Far Behind expected developmental standards. Post-survey weights were computed, permitting us to interpret results as representative of children attending early learning programmes. Only 45.7% of the sample were On Track overall. Apart from Literacy and Language (54.7%), no other domain exceeded 50% On Track. Children who were better off socio-economically achieved higher scores (except for Gross Motor Development). Height-for-age measurements revealed a stunting rate of 5.1%, (>8.8% in one province). A mixed linear model analysis showed that age, sex, quintile, growth status, and socio-emotional score were significant predictors of the total ELOM 4&5 score, with growth status and quintile being stronger predictors. The results indicate concerningly poor preparedness for school. Two further surveys prior to 2030 will be undertaken and used to establish the country’s progress toward meeting Sustainable Development Goal 4.2: “all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. ","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"97 4 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138689459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fiscal Policy and Child Poverty in Ethiopia 埃塞俄比亚的财政政策与儿童贫困

IF 2.8 3区社会学

Child Indicators Research Pub Date : 2023-12-13 DOI: 10.1007/s12187-023-10088-0

Alemayehu A. Ambel, Getachew Yirga Belete, Oliver Fiala

{"title":"Fiscal Policy and Child Poverty in Ethiopia","authors":"Alemayehu A. Ambel, Getachew Yirga Belete, Oliver Fiala","doi":"10.1007/s12187-023-10088-0","DOIUrl":"https://doi.org/10.1007/s12187-023-10088-0","url":null,"abstract":"This study investigates the effects of public transfers and taxes on the wellbeing of children in Ethiopia. It applies the Commitment to Equity for Children (CEQ4C) methodology to examine the burdens of taxation and the benefits from government transfers and spending, and their differential wellbeing impacts on children. The study integrates data from Ethiopia Socioeconomics Survey 2018/19, which also collected data on taxes and transfers, with administrative data. Measuring its distribution by child monetary and multidimensional wellbeing, the study finds, on average, a progressive, poverty-reducing and equalizing fiscal system. However, there are important differences in the distribution of some of its elements. Indirect taxes, comprising of VAT and excise taxes, are regressive. Similarly, primary education spending, the largest of in-kind transfers, is only progressive in urban areas. With regards to poverty and inequality, the fiscal system reduced the monetary child poverty headcount by 21% and the poverty gap by 33%. The effect is stronger for girls and children in rural areas than for boys and children in urban areas, therefore reducing inequalities in poverty rates. However, this is only the case when in-kind transfers for education and health are considered. Without the inclusion of in-kind transfers, the study finds that the fiscal system is not well calibrated to reduce poverty. This highlights the essential role of public services, not only in delivering fundamental child rights, but also in reducing poverty amongst children.","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"11 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138632851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Quantifications of the Rights of the Child: Lessons Learned and Moving Forward 儿童权利的量化：经验教训与前进方向

IF 2.8 3区社会学

Child Indicators Research Pub Date : 2023-12-13 DOI: 10.1007/s12187-023-10096-0

Elizabeth Kaletski, K. Anne Watson, Victoria Hawley

{"title":"Quantifications of the Rights of the Child: Lessons Learned and Moving Forward","authors":"Elizabeth Kaletski, K. Anne Watson, Victoria Hawley","doi":"10.1007/s12187-023-10096-0","DOIUrl":"https://doi.org/10.1007/s12187-023-10096-0","url":null,"abstract":"Research on human rights has often focused on civil, political, and personal integrity rights to the exclusion of other categories of rights. Children’s rights have been one of these often-overlooked categories, at least in part because of the much more recent creation of relevant international law. While many practitioners do work to further children’s enjoyment of their rights, this has not been reflected with widespread, global measurement efforts by quantitative scholars. In this review, we first argue for the importance of measuring children’s rights. We then present several paths for translating international law into quantitative measurements, highlighting the strengths and weaknesses of each approach generally and with regards to children’s rights more specifically. We explore measurement gaps of children’s rights that remain—coverage of the CRC and across countries and time; considerations of progressive realization and maximum resources; the incorporation of children’s developing capacities; and children’s participation. And we close with recommendations regarding potential avenues for future work on this subject.","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"31 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138632847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Who are the Happy Girls? Gender Comparison Using a Biopsychosocial Approach: Health Behavior School-Aged Children Study in Portugal During Covid-Pandemic 谁是快乐女孩？采用生物心理社会学方法进行性别比较：葡萄牙科维德大流行期间学龄儿童健康行为研究

IF 2.8 3区社会学

Child Indicators Research Pub Date : 2023-12-13 DOI: 10.1007/s12187-023-10092-4

Tania Gaspar, Marina Carvalho, Fábio Botelho Guedes, Ana Cerqueira, Margarida Gaspar de Matos

{"title":"Who are the Happy Girls? Gender Comparison Using a Biopsychosocial Approach: Health Behavior School-Aged Children Study in Portugal During Covid-Pandemic","authors":"Tania Gaspar, Marina Carvalho, Fábio Botelho Guedes, Ana Cerqueira, Margarida Gaspar de Matos","doi":"10.1007/s12187-023-10092-4","DOIUrl":"https://doi.org/10.1007/s12187-023-10092-4","url":null,"abstract":"From an ecological perspective, this study aimed to understand and characterize the similarities and differences between girls and boys regarding the perception of happiness. This paper is based on the Health Behaviour in School-aged Children (HBSC) 2022 study. 5809 students from 6th (29.6%), 8th (33.5%), and 10th (37%) grades responded, of whom 50.9% were female, with a mean age of 14.09 years (SD = 1.82). The results allow us to study and identify similarities and differences between four groups from an ecological perspective: happy girls, happy boys, unhappy girls, and unhappy boys. For both boys and girls, quality of life, low psychological symptoms, and body image best explain their well-being. Among unhappy girls, the mother's job, life satisfaction, health literacy, communication with the father, and relationship with teachers explain their well-being. In the case of unhappy boys, in addition to these variables, the father's job and the relationship with the family also explain their well-being.. Mental health factors, such as life satisfaction, quality of life, and low psychological symptoms, explain well-being in both boys and girls. For happy girls, age, mother's job, stress management, health literacy, and liking school explain their well-being. Happy boys report that not being so sad that they cannot stand it, not having worries, having a good relationship with teachers, and feeling safe in their living area contribute to their well-being. We conclude that unhappy adolescents are the ones who report more socioeconomic and family relationship difficulties, especially in communication with their fathers. Girls have weaker psychological health indicators and a more negative body image.","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"16 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138632793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of the Duration of Preschool Attendance on Academic Achievements—Evidence from PISA 2018 学前教育时间对学业成绩的影响——来自2018年PISA的证据

IF 2.8 3区社会学

Child Indicators Research Pub Date : 2023-11-29 DOI: 10.1007/s12187-023-10095-1

Jiaqi Yang, Kexin Qin, Yehui Wang

{"title":"Effect of the Duration of Preschool Attendance on Academic Achievements—Evidence from PISA 2018","authors":"Jiaqi Yang, Kexin Qin, Yehui Wang","doi":"10.1007/s12187-023-10095-1","DOIUrl":"https://doi.org/10.1007/s12187-023-10095-1","url":null,"abstract":"Research has consistently demonstrated the positive influence of preschool on students' development, with a longer duration of attendance generally correlating with improved academic achievements. However, according to the marginal utility theory, it is conceivable that there might exist an optimal duration of preschool attendance to maximize academic benefits. Currently, the optimal duration remains uncertain, and it may vary depending on the distinctive preschool characteristics of different countries. Therefore, the aim of this study was to examine the effects of different durations of preschool attendance on academic achievements in mathematics, reading, and science and explore the optimal duration in B-S-J-Z (China), Italy, New Zealand, Denmark, and Sweden, employing the generalized propensity score (GPS) method to control for confounding factors based on the Programme for International Student Assessment (PISA) 2018. The findings revealed a generally inverted U-shaped relationship between the duration of preschool attendance and academic achievements. Moreover, the optimal duration varied among the five countries: students in New Zealand benefited the most from attending preschool for 2 years, 3 years in Italy, and 4 years in B-S-J-Z (China), Denmark, and Sweden. The findings offer practical guidance for parents and educators in these countries to tailor their children's duration of preschool attendance for the enhancement of academic achievements.","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"198 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Implications of the COVID-19 Pandemic for the Construction of the Family Affluence Scale: Findings from 16 Countries COVID-19大流行对构建家庭富裕量表的影响:来自16个国家的研究结果

IF 2.8 3区社会学

Child Indicators Research Pub Date : 2023-11-27 DOI: 10.1007/s12187-023-10082-6

Maartje Boer, Concepción Moreno-Maldonado, Maxim Dierckens, Michela Lenzi, Candace Currie, Caroline Residori, Lucia Bosáková, Paola Berchialla, Tamsyn Eida, Gonneke Stevens

{"title":"The Implications of the COVID-19 Pandemic for the Construction of the Family Affluence Scale: Findings from 16 Countries","authors":"Maartje Boer, Concepción Moreno-Maldonado, Maxim Dierckens, Michela Lenzi, Candace Currie, Caroline Residori, Lucia Bosáková, Paola Berchialla, Tamsyn Eida, Gonneke Stevens","doi":"10.1007/s12187-023-10082-6","DOIUrl":"https://doi.org/10.1007/s12187-023-10082-6","url":null,"abstract":"The Family Affluence Scale (FAS) is a widely used and validated instrument to measure adolescents’ socioeconomic status (SES). It is plausible that the COVID-19 pandemic and resulting social and economic changes have affected the capacity of the six-item FAS-III to measure adolescent SES, particularly the holiday and computer items. Using data from 247,503 adolescents from 16 European countries participating in the Health Behaviour in School-aged Children (HBSC) study before (2013/14 and 2017/18) and during (2021/22) the pandemic, the present study aims to fill this gap. Findings showed that although the internal consistency of the scale decreased during the pandemic, related to the functioning of the computer and especially the holiday item, it was still acceptable in all countries. Furthermore, measurement invariance analysis showed that during the pandemic the item thresholds of the computer and particularly the holiday item deviated from the thresholds of these items before the pandemic. However, all item factor loadings were comparable to the factor loadings before the pandemic. In addition, during the pandemic the computer and holiday item and their correlations with health-related outcomes were mostly still in the expected direction. Removing these items from the scale yielded comparable or decreased scale criterion validity as compared to the original FAS-III scale in most countries. These findings inform future research that although mean differences in family affluence levels before and during the pandemic should be interpreted with caution, it is a suitable tool to study (changes in) socioeconomic health inequalities among adolescents during the pandemic.","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"13 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Local Geographic Variations in Children’s School Readiness - A Multilevel Analysis of the Development Gaps in England 儿童入学准备的地方地理差异——英国发展差距的多层次分析

IF 2.8 3区社会学

Child Indicators Research Pub Date : 2023-11-25 DOI: 10.1007/s12187-023-10081-7

K. Purdam, P. Troncoso, A. Morales-Gomez, G. Leckie

{"title":"Local Geographic Variations in Children’s School Readiness - A Multilevel Analysis of the Development Gaps in England","authors":"K. Purdam, P. Troncoso, A. Morales-Gomez, G. Leckie","doi":"10.1007/s12187-023-10081-7","DOIUrl":"https://doi.org/10.1007/s12187-023-10081-7","url":null,"abstract":"The educational attainment levels of children in state-funded schools in England are lower than in many countries with comparable levels of economic development. There are also striking differences at the local level across England. To understand these differences it is important to examine children’s development in their early years. This research uses multilevel analysis of the National Pupil Database to investigate child development at ages 4 and 5 years old at the individual, school and local levels including within a case study urban area. Child development is assessed using teachers’ observations to measure what is termed School Readiness. This is based on a child’s communication, literacy and numeracy skills and their physical, personal and social development. The findings reveal substantial differences in School Readiness at the individual, school and local area levels including in terms of sex, ethnic background, age in the school year, welfare benefit entitlement and local area income deprivation level. Such differences are also evident across the separate Early Learning Goals that are used to assess School Readiness. Between local areas children with similar backgrounds can vary considerably in their likelihood of being categorised as School Ready. Many children face multiple disadvantages as a consequence of different interlinked factors including where they live. The gap in the levels of School Readiness has long-term implications for the individuals themselves and for society more widely. Whilst increasing the levels of School Readiness is a key target in the UK Government’s Levelling Up policy, tackling the stark inequalities will take considerable investment, highly targeted support and engagement across the home and school learning environments.","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"225 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Children’s Experiences of Bullying Victimization and the Influence on Their Subjective Well-Being: a Population-Based Study 儿童欺凌受害经历及其对主观幸福感的影响:一项基于人群的研究

IF 2.8 3区社会学

Child Indicators Research Pub Date : 2023-11-24 DOI: 10.1007/s12187-023-10084-4

Shazly Savahl, Sabirah Adams, Phadiel Hoosen

{"title":"Children’s Experiences of Bullying Victimization and the Influence on Their Subjective Well-Being: a Population-Based Study","authors":"Shazly Savahl, Sabirah Adams, Phadiel Hoosen","doi":"10.1007/s12187-023-10084-4","DOIUrl":"https://doi.org/10.1007/s12187-023-10084-4","url":null,"abstract":"Bullying is both a major public health concern and a violation of children’s right to safety from violence. Within the past decade, there has been an increasing interest in the relation between bullying and children’s subjective well-being (SWB). Empirical research has unequivocally demonstrated the significant negative influence of bullying on children’s SWB. Within the South African context, violence and aggressive behaviour is widespread. The high prevalence of school bullying in South Africa is intricately related to the intergenerational experiences of violence, rooted in the history of racism, prejudice, oppression, exclusion, and the discriminatory practices of apartheid. However, there are limited large-scale studies that explores the relation between bullying victimization and children’s SWB. The current study, uses a population-based sample to explore the relation between bullying victimization and children’s SWB in South Africa, across provincial regions (nine provinces), age (10 - and 12-years), gender (boys and girls), geographical context (urban and rural), and socio-economic status (low, lower-middle, and middle socio-economic status). The study uses Subjective Well-Being Homeostasis Theory to frame and interpret the findings. We found a significant negative relationship between bullying victimization and children’s SWB. The combined influence of being hit, called unkind names and socially excluded explained 6 % of the variance in SWB for the overall sample, with some variation across provincial region, age groups, gender, geographical context, and socio-economic status. The study further found that increased incidences of bullying experiences were associated with lower mean scores of SWB. Finally, the study found that even though the different forms of bullying victimization have a significant negative influence on children’s SWB, the homeostatic mechanism is potentially mediating this influence and maintaining levels of SWB.","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"243 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Metaphorical Dialogue: an Innovative Strategy for Capturing Children’s Experience of Subjective Well-being 隐喻对话:一种捕捉儿童主观幸福感体验的创新策略

IF 2.8 3区社会学

Child Indicators Research Pub Date : 2023-11-17 DOI: 10.1007/s12187-023-10087-1

Christine Gervais, Johanne Thomson-Sweeny, Naïmé Daoust-Zidane, Maude Campeau, Isabel Côté

{"title":"Metaphorical Dialogue: an Innovative Strategy for Capturing Children’s Experience of Subjective Well-being","authors":"Christine Gervais, Johanne Thomson-Sweeny, Naïmé Daoust-Zidane, Maude Campeau, Isabel Côté","doi":"10.1007/s12187-023-10087-1","DOIUrl":"https://doi.org/10.1007/s12187-023-10087-1","url":null,"abstract":"Researchers conducting child-centered studies are expected to develop strategies that allow them to not only gain access to and accurately understand children’s experiences, but also position children’s participation and empowerment in the forefront. One possible way to promote this research approach is through the use of metaphorical methods. However, little is known about the use of such methods. This article aims to introduce an innovative metaphorical narrative-based data collection methodology developed and validated in a study documenting immigrant children's understandings and experiences of their well-being. The study was conducted in collaboration with two community centres in Montréal, Québec, Canada, offering services to a majoritively immigrant population. Twenty-two children between the ages of six and twelve attending these organizations’ programs participated in four multi-activity workshops. The various activities were developed around a metaphorical character: an alien named Miinx visiting planet Earth on a mission to better understand Earthling children’s conceptions and experiences of well-being. Each workshop was connected to a letter the alien sent the children. The activities fostered self-expression through discussions, image sorting, drawing, crafting, writing, and acting. The metaphorical framework was appreciated by children and seem to allowed them to share personal opinions and life events in an indirect way. Using a pretend character to interact with children can help them feel comfortable, as they are positioned as the experts, tasked with teaching someone unfamiliar with their reality about the way they experience and understand it. By demonstrating the use of a metaphorical character in research, this study contributes to the development of participative methods in child-centred research.","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"543 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parent-Child Expectation Discrepancy and Adolescent Mental Health: Evidence from “China Education Panel Survey” 亲子期望差异与青少年心理健康:来自“中国教育小组调查”的证据

IF 2.8 3区社会学

Child Indicators Research Pub Date : 2023-11-17 DOI: 10.1007/s12187-023-10094-2

Linxiao Zhang

{"title":"Parent-Child Expectation Discrepancy and Adolescent Mental Health: Evidence from “China Education Panel Survey”","authors":"Linxiao Zhang","doi":"10.1007/s12187-023-10094-2","DOIUrl":"https://doi.org/10.1007/s12187-023-10094-2","url":null,"abstract":"Appropriate expectations are of great significance for adolescents’ psychological adjustment and healthy growth. Based on “China Education Panel Survey (CEPS)” data, this research analyzes how perceived parental expectations, adolescents’ self-expectations, and parent-child expectation discrepancies affect adolescent mental health. This paper focuses on three major aspects of expectations towards adolescents: educational achievement, residential place and general development, and explores how expectation discrepancies affect the influences of expectations on adolescent mental health. Results of linear regression models indicate that adolescents’ self-expectation on general development has positive impact on their mental health while the parent-child difference in general development expectation poses negative impact. Moderating effect tests clarify the differentiated influences of general development expectations on adolescent mental health at different levels of expectation discrepancies towards general development. In all cases, increases in general development expectations have positive effects on mental health. However, when the expectation discrepancy is small, the perceived parental expectation has a stronger effect than when the discrepancy is large. In addition, under the same levels of general development expectations, adolescents with lower parent-child expectation difference have better mental health status. Accordingly, an entry point of mental health intervention for adolescents within the family is parent-child communication reciprocity.","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"545 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0