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"PARENTAL EDUCATION"
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Parental Educational Expectations and Academic Achievement of Left-Behind Children in China: The Mediating Role of Parental Involvement
Migrant workers from rural China often leave their children at home to be raised by grandparents or other family members. This study explored the relationship between parents’ educational expectations, parental involvement, and the academic performance of left-behind children in China. A total of 19,487 student samples were obtained from the China Education Panel Survey (CEPS), and 5078 of these met the criteria for being considered as ‘left behind’ children. Results indicated: (1) a significant positive correlation between parents’ educational expectations and left-behind children’s academic achievement; (2) parental education involvement plays a partial mediating role between parents’ educational expectations and left-behind children’s academic performance; (3) a significant negative correlation between parental intellectual involvement and educational expectations of left-behind children; (4) parental management involvement was not significantly correlated with parents’ educational expectations and left-behind children’s academic performance; and (5) a significant positive correlation between parental emotional involvement and educational expectations of left-behind children. The findings highlight the important role of parental educational expectations and have implications for the improvement of educational outcomes in China.
Journal Article
Parental education and work: effects on youth’s higher education opportunities in Indonesia
Higher education plays a pivotal role in shaping individuals’ economic and social mobility. Yet in Indonesia, access to higher education remains uneven and continues to be heavily influenced by family background. Using the 2023 National Socio-Economic Survey, this study focuses on co-resident youth aged 18–26 whose parental characteristics are observable. After applying sequential inclusion criteria and listwise deletion for missing key variables, the final analytical sample comprises approximately 46,000 youths. Binary and multinomial logit models are estimated to assess how parental education and employment relate to higher education participation and to youths’ decisions between vocational and university pathways. The findings show that parental education is strongly correlate of higher education access. Fathers’ higher education is associated with a 5.18 percentage-point increase in youths’ probability of entering higher education, while mothers’ higher education is associated with a 4.47 percentage-point increase. These associations are stronger for university enrolment than for diploma programs. Fathers’ education is positively linked to enrolment for both sons and daughters, whereas mothers’ education exhibits a particularly strong association with daughters’ likelihood of attending university. These patterns underscore the need for policies that expand equitable access by providing well-targeted financial assistance and improving access to educational information.
Journal Article
Socioeconomic Status, Parental Education, School Connectedness and Individual Socio-Cultural Resources in Vulnerability for Drug Use among Students
Background and Aims: Families who live in a disadvantaged socioeconomic situation frequently face substandard housing, unsafe neighborhoods, inadequate schools and more stress in their daily lives than more affluent families, with a host of psychological and developmental consequences that can hinder their children’s development in many ways. However, the measurement of socioeconomic status among youth and its link with different forms of illicit substance use is challenging and still unclear. This paper extends existing research on the relationship between socioeconomic status and illicit drug use among adolescents by focusing on three different patterns of use (experimental, episodic and frequent) and making use of two indicators to improve the measurement of individual socioeconomic characteristics in a big sample of European students. Methods: Data were drawn from the European school Survey Project on Alcohol and other Drugs (ESPAD), which, since 1995, collects comparable data among 15-to-16-year-old students to monitor trends in drug use and other risk behaviors across Europe. The sample comes from 28 countries that participated in the 2015 data collection. The consumption of cannabis, cocaine and heroin are considered, and the related patterns are identified based on the frequency of use. Family characteristics at student level are defined through two dimensions: parental educational level and perceived socioeconomic status. Multivariate multilevel mixed-effects logistic regression was performed in order to measure the association between individual characteristics and vulnerability for drug use. Results: Some patterns of use, episodic and frequent in particular, were found strongly associated with a lower socioeconomic status and lower parental education. Conclusions: Our results suggest that drug policies should be combined with actions aimed at removing barriers to social inclusion that are attributable to the socioeconomic background of adolescents.
Journal Article
How Digital Natives Learn and Thrive in the Digital Age: Evidence from an Emerging Economy
As a generation of ‘digital natives,’ secondary students who were born from 2002 to 2010 have various approaches to acquiring digital knowledge. Digital literacy and resilience are crucial for them to navigate the digital world as much as the real world; however, these remain under-researched subjects, especially in developing countries. In Vietnam, the education system has put considerable effort into teaching students these skills to promote quality education as part of the United Nations-defined Sustainable Development Goal 4 (SDG4). This issue has proven especially salient amid the COVID−19 pandemic lockdowns, which had obliged most schools to switch to online forms of teaching. This study, which utilizes a dataset of 1061 Vietnamese students taken from the United Nations Educational, Scientific, and Cultural Organization (UNESCO)’s “Digital Kids Asia Pacific (DKAP)” project, employs Bayesian statistics to explore the relationship between the students’ background and their digital abilities. Results show that economic status and parents’ level of education are positively correlated with digital literacy. Students from urban schools have only a slightly higher level of digital literacy than their rural counterparts, suggesting that school location may not be a defining explanatory element in the variation of digital literacy and resilience among Vietnamese students. Students’ digital literacy and, especially resilience, also have associations with their gender. Moreover, as students are digitally literate, they are more likely to be digitally resilient. Following SDG4, i.e., Quality Education, it is advisable for schools, and especially parents, to seriously invest in creating a safe, educational environment to enhance digital literacy among students.
Journal Article
The Effects of Grandparents on Children's Schooling: Evidence From Rural China
The issue of whether the social class of grandparents affects grandchildren's socioeconomic outcomes net of the characteristics of the middle generation is much debated in the social mobility literature. Using data from the 2002 Chinese Household Income Project, we investigate the direct effects of grandparents on grandchildren's educational attainment in rural China. We find that the influence of grandparents is contingent on living arrangements. Although the educational level of coresident grandparents directly affects the educational attainment of their grandchildren, with an effect size similar to that of parental education, the education of noncoresident and deceased grandparents does not have any effect. These findings suggest that grandparents can directly affect grandchildren's educational outcomes through sociopsychological pathways. Our study not only adds an important case study to the literature but also sheds new light on theoretical interpretations of grandparent effects when they are found.
Journal Article
How is parental education associated with infant and young child feeding in Bangladesh? a systematic literature review
Background
Education is expected to bring about positive behavioral changes which could lead to improved health behaviors. Parental education is a primary determinant of child health and development. However, some evidence showed inverse associations between high parental education and recommended infant and young child feeding (IYCF) in Bangladesh. How the association of parental education differs with specific IYCF components has not been reviewed. Therefore, the role of parental education on optimal IYCF practices in Bangladesh appears to be inconclusive. The objective of this review is to summarize how parental education is associated with IYCF practices in Bangladesh.
Method
This review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. A systematic literature search was conducted in PubMed, Web of Science, Embase, and Google Scholar. Record searching, study selection, and data extraction was performed using Endnote online and Covidence tool, respectively. The Newcastle–Ottawa scale was used for quality assessment of the included studies.
Results
Out of 414 initial hits, 34 studies were included for this review. Of the included studies, 32 were cross-sectional, one was a randomized controlled trial, and one was a retrospective cohort. Most of the studies (
n
= 24) were nationally representative whereas 10 studies had populations from district and sub-district level. Included studies considered different IYCF-related indicators, including breastfeeding (
n
= 22), complementary feeding (
n
= 8), both breastfeeding and complementary feeding (
n
= 2), both breastfeeding and bottle feeding (
n
= 1), and pre-lacteal feeding (
n
= 1). Parental education was found to be positively associated with complementary feeding practices. However, the role of parental education on breastfeeding, in general, was ambiguous. High parental education was associated with bottle-feeding practices and no initiation of colostrum.
Conclusion
Public health interventions need to focus not only on non- and/or low-educated parents regarding complementary feeding but also on educated mothers for initiation of colostrum and proper breastfeeding practices.
Trial registration
This systematic review is registered to PROSPERO (
https://www.crd.york.ac.uk/prospero/
) with registration ID: CRD42022355465.
Journal Article
Life-cycle Effects of Age at School Start
In Sweden, children typically start school the year they turn seven. We combine this school entry cut-off with individuals' birthdates to estimate effects of school starting age (SSA) on educational attainment and long-rung labour market outcomes. We find that school entry age raises educational attainment and show that postponing tracking until age 16 reduces the effect of SSA on educational attainment. On average, SSA only affects the allocation of labour supply over the life-cycle and leaves prime-age earnings unaffected. But for individuals with low-educated parents, we find that prime-age earnings increase in response to age at school start.
Journal Article
Intergenerational Transmission of Poverty in Slovakia: Evidence from EU-SILC Data
This paper investigates the intergenerational transmission of poverty in Slovakia using microdata from the 2019 ad hoc module of the EU Statistics on Income and Living Conditions (EU-SILC). The analysis explores how parental education, economic activity, household composition, and material deprivation shape the risk of poverty in adulthood. Descriptive results indicate strong associations between higher parental education and adult income levels, as well as between maternal labour market participation and household well-being. Logistic regression reveals that the absence of a mother during adolescence, larger household size, lack of access to school supplies, and inability to afford annual vacations significantly increase the likelihood of poverty in adulthood. In contrast, parental employment and a higher number of working household members act as protective factors. Overall, the results point to a persistent influence of early-life disadvantage on adult economic outcomes in Slovakia, in line with international empirical evidence. From a public policy perspective, the findings highlight the critical role of early interventions, particularly those aimed at improving educational opportunities and material living conditions during childhood.
Journal Article