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Only child, parental educational expectation, self-expectation and science literacy in Zhuang adolescents in China: A serial mediation model

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  • Li, Ling
  • Shi, Jiayi
  • Wu, Dandan
  • Li, Hui

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.

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  • Li, Ling & Shi, Jiayi & Wu, Dandan & Li, Hui, 2020. "Only child, parental educational expectation, self-expectation and science literacy in Zhuang adolescents in China: A serial mediation model," Children and Youth Services Review, Elsevier, vol. 115(C).
    • Handle: RePEc:eee:cysrev:v:115:y:2020:i:c:s0190740920305181
    DOI: 10.1016/j.childyouth.2020.105084
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    1. Gary S. Becker & H. Gregg Lewis, 1974. "Interaction between Quantity and Quality of Children," NBER Chapters, in: Economics of the Family: Marriage, Children, and Human Capital, pages 81-90, National Bureau of Economic Research, Inc.
    2. Jeffrey Mo, 2017. "Collaborative problem solving," PISA in Focus 78, OECD Publishing.
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    Cited by:

    1. Xingchen Zhu & Wencan Li & Chaoju Su & Jinsheng Hu & Haohan Zhao, 2025. "Associations between teacher academic support and externalizing problem behaviors among Chinese adolescents: an analysis of chain mediation and moderating effects," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-15, December.
    2. Jerf W. K. Yeung & Lily L. L. Xia, 2023. "Family and Individual Contexts of Middle-School Years and Educational Achievement of Youths in Middle-Aged Adulthood," IJERPH, MDPI, vol. 20(4), pages 1-19, February.
    3. Jia Yang & Wanlin Xie & Xunyi Lin & Hui Li, 2022. "Parenting Stress, Parent–Child Literacy Activities, and Pre-Schoolers’ Reading Interest: The Moderation Role of Child Number in Chinese Families," Sustainability, MDPI, vol. 14(23), pages 1-14, November.
    4. Wu, Dandan & Hung Lau, Eva Yi & Power, Thomas G., 2024. "Effectiveness of mixed-mode parenting training program during the COVID-19 pandemic: A quasi-experiment study in Hong Kong," Children and Youth Services Review, Elsevier, vol. 156(C).
    5. Shi, Jiayi & Li, Ling & Wu, Dandan & Li, Hui, 2021. "Are only children always better? Testing the sibling effects on academic performance in rural Chinese adolescents," Children and Youth Services Review, Elsevier, vol. 131(C).
    6. Linxiao Zhang, 2024. "Parent-Child Expectation Discrepancy and Adolescent Mental Health: Evidence from “China Education Panel Survey”," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(2), pages 705-730, April.
    7. Xingchen Zhu & Wencan Li & Haohan Zhao & Jinsheng Hu, 2024. "Surfing into trouble? How internet use influences early adolescent behavior through diverse pathways?," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-17, December.
    8. Dong, Chuanmei & Cao, Simin & Li, Hui, 2020. "Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes," Children and Youth Services Review, Elsevier, vol. 118(C).

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