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Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes

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  • Xiaodi Chen

    (Institute for Global Health, University College London, London WC1N1EH, UK)

  • Therese Hesketh

    (Institute for Global Health, University College London, London WC1N1EH, UK
    Center for Global Health, Zhejiang University School of Medicine, Hangzhou 310058, China)

Abstract

Educational aspirations and expectations of adolescents have implications for educational and psychological outcomes. This study aimed to determine factors associated with educational aspiration–expectation discrepancies and to examine the associations between the discrepancies and psychological and academic outcomes in rural left-behind children and non-left-behind children aged 14–16 in mainland China. Cross-sectional data from a self-report survey were collected in 2020 among 606 rural students (mean age = 14.85 years) in two public middle schools in Songzi county, Hubei Province. Participants filled in questionnaires measuring their socio-demographic information, educational aspirations and expectations, academic performance, parental and friends’ aspirations, academic self-perception, academic self-regulation, depression, and self-esteem. Results showed that more than half of the participants reported that they felt they were not likely to attain the level of education to which they aspired. Parental migration, academic performance, mother’s educational aspirations for children, and close friends’ educational aspirations were the main factors associated with students’ educational aspiration–expectation discrepancies. Both left-behind children and non-left-behind children whose aspirations exceed expectations were more likely to report lower self-esteem, higher depression, lower academic self-perception, and poorer self-regulation than those without a discrepancy. These findings have implications for families, schools, and policymakers through informing the development of interventions that target positive development in rural youth.

Suggested Citation

  • Xiaodi Chen & Therese Hesketh, 2021. "Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes," IJERPH, MDPI, vol. 18(21), pages 1-14, November.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11524-:d:670665
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    References listed on IDEAS

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    1. Chen,Dandan & Fu,Ning - HEAED & Pan,Yilin, 2019. "Progress and Challenges of Upper Secondary Education in China," Policy Research Working Paper Series 9042, The World Bank.
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    3. Katharine H Greenaway & Margaret Frye & Tegan Cruwys, 2015. "When Aspirations Exceed Expectations: Quixotic Hope Increases Depression among Students," PLOS ONE, Public Library of Science, vol. 10(9), pages 1-17, September.
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    5. Dandan Zhang & Xin Li & Jinjun Xue, 2015. "Education Inequality between Rural and Urban Areas of the People's Republic of China, Migrants’ Children Education, and Some Implications," Asian Development Review, MIT Press, vol. 32(1), pages 196-224, March.
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    Cited by:

    1. Cixian Lv & Xiaotong Zhi & Jingjing Xu & Peijin Yang & Xinghua Wang, 2022. "Negative Impacts of School Class Segregation on Migrant Children’s Education Expectations and the Associated Mitigating Mechanism," IJERPH, MDPI, vol. 19(22), pages 1-14, November.
    2. Huangwei Gao & Zhenni Cai & Jian Wu, 2022. "What Influences the Self-Educational Expectations of China’s Migrant Children in the Post-Pandemic Era," Sustainability, MDPI, vol. 14(15), pages 1-13, August.

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