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Estimating family–individual effects on student academic performance: evidence from the China family panel studies (2016–2020)

Author

Listed:
  • Li, Xian
  • Yu, Kaichen
  • Lee, Chun-Yang
  • Zhang, Shuyue
  • Mao, Li
  • Chiang, Yi-Chen

Abstract

Education is a fundamental driver of individual growth and societal progress and plays a critical role in fostering personal development and social mobility. Academic performance serves as a key indicator of educational outcomes and reflects various factors that contribute to students’ success. This study investigated the combined effects of the family education environment, educational investment, and students’ self-regulation on academic performance. We utilized a longitudinal dataset from the China Family Panel Studies (CFPS) and analyzed follow-up data from 913 primary school students in grades 2–6 collected over three waves (2016–2020). A generalized linear mixed model was employed to assess the impact of the family education environment, educational investment, and self-regulation on academic performance. The findings showed that a supportive family education environment characterized by higher parental education levels and educational expectations positively impacts students’ academic performance (OR = 1.17, 95 % CI 1.04–1.29; OR = 1.57, 95 % CI 1.45–1.77). Greater family investment in education, especially financial expenditure, can further enhance academic performance (OR = 1.12, 95 % CI 1.05–1.19). Higher levels of self-regulation significantly increase the likelihood of achieving good and excellent grades (OR = 1.64, 95 % CI 1.46–1.85). The study confirms the importance of integrating family support with individual student capabilities for optimal academic outcomes. These findings underscore the need for educators and policymakers to focus on enhancing self-regulation skills and promoting supportive family environments. By fostering supportive educational environments and making thoughtful investments in their children’s learning, parents can help students maximize their potential and, in turn, contribute to more equitable and sustainable educational outcomes.

Suggested Citation

  • Li, Xian & Yu, Kaichen & Lee, Chun-Yang & Zhang, Shuyue & Mao, Li & Chiang, Yi-Chen, 2026. "Estimating family–individual effects on student academic performance: evidence from the China family panel studies (2016–2020)," Children and Youth Services Review, Elsevier, vol. 180(C).
    • Handle: RePEc:eee:cysrev:v:180:y:2026:i:c:s0190740925005687
    DOI: 10.1016/j.childyouth.2025.108685
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    References listed on IDEAS

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