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Parental Educational Anxiety during Children’s Transition to Primary School in China

Author

Listed:
  • Qianqian Liu

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Xiumin Hong

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Mei Wang

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

Abstract

Children’s transition from preschool to primary school has long been recognized as a particularly challenging period that can induce parental educational anxiety. As a true portraiture of Chinese parenting, educational anxiety during this transition has attracted considerable attention, given its detrimental effects on children’s development and education. This study was aimed at identifying the characteristics of parental educational anxiety and its influencing factors during children’s transition to primary school in China. We examined parental educational anxiety and parental educational experience through a questionnaire survey. The sample comprised 26,295 families with children in grade one distributed across nine cities in five provinces. The results indicate that (1) Chinese parents experience some degree of educational anxiety during their children’s transition to primary school and are more worried about their children’s learning and social adaptation processes than about how the curriculum is taught; (2) scores for parental educational anxiety varied significantly across different regions and urban/rural areas; (3) family socioeconomic status, parents’ educational concepts, preschools’ entrance preparation work, and primary school enrollment adaptation work are all important factors influencing parental educational anxiety during this transition. Our findings highlight the prevalence of parental educational anxiety in China and the need for effective measures to facilitate a smooth transition.

Suggested Citation

  • Qianqian Liu & Xiumin Hong & Mei Wang, 2022. "Parental Educational Anxiety during Children’s Transition to Primary School in China," IJERPH, MDPI, vol. 19(23), pages 1-13, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:15479-:d:980739
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    References listed on IDEAS

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    1. Guo, Yumei & Song, Yang & Chen, Qianmiao, 2019. "Impacts of education policies on intergenerational education mobility in China," China Economic Review, Elsevier, vol. 55(C), pages 124-142.
    2. Lau, Eva Yi Hung & Power, Thomas G., 2018. "Parental involvement during the transition to primary school: Examining bidirectional relations with school adjustment," Children and Youth Services Review, Elsevier, vol. 88(C), pages 257-266.
    3. Lingxin Hao & Wei-Jun Yeung, 2015. "Parental Spending on School-Age Children: Structural Stratification and Parental Expectation," Demography, Springer;Population Association of America (PAA), vol. 52(3), pages 835-860, June.
    4. Demirtaş-Zorbaz, Selen & Ergene, Tuncay, 2019. "School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations," Children and Youth Services Review, Elsevier, vol. 101(C), pages 307-316.
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