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Differential outcomes of psychosocial development among local and mobile children in two school types in Beijing and Shanghai

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Published/Copyright: July 14, 2011
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International Journal on Disability and Human Development
From the journal Volume 10 Issue 3

Abstract

Background: Adjustment of rural-to-urban migration in China is a challenge to mobile children and after-school activities can be an important resource to children’s development of social support and resilience.

Objective: This study compared levels of social support and resilience of children with different migration status and school type. The influence of after-school activities on social support and resilience was examined simultaneously with the effect of school type.

Study group: A sample of 925 junior secondary 1–3 students from three Beijing and one Shanghai middle schools.

Methods: A cross-sectional survey design was adopted, using a self-administered questionnaire covering areas of gender, age, school type, migration status, after-school activities participation, and psychosocial measures on resilience and social support.

Results: One-way ANOVA showed that levels of social support and resilience were lower in mobile children and children studying in migrant schools. Multiple regression analyses identified several multivariately adjusted predictors of social support and resilience, including positive predictors of talking to parents and homework/studying and a negative predictor of electronic/online games. The grouping by activity interaction identified also suggested differential effects of activities on resilience and social support in the children.

Conclusions: After school education programs for mobile children are crucial to their positive adjustment in order to produce better development outcomes for urban living. Programmatic activities for mobile children should promote interaction with parents and studying, and prevent or minimize the opportunity to play electronic/online games.

Keywords: after-school activity; mobile children; psychosocial development; resilience; social support
Corresponding author: Charles C. Chan, Associate Professor, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong, P.R. China
Received: 2010-10-4
Accepted: 2010-12-5
Published Online: 2011-07-14
Published in Print: 2011-08-01

©2011 by Walter de Gruyter Berlin Boston

Articles in the same Issue

  1. Editorial
  2. Filling the missing gaps on research in Chinese adolescents
  3. Original Articles
  4. Empathy, coping, social support, and mental health in local and migrant adolescents in Beijing
  5. The relevance of executive functioning to academic performance in Hong Kong adolescents
  6. Differential outcomes of psychosocial development among local and mobile children in two school types in Beijing and Shanghai
  7. Chinese migrant children’s mental health and career efficacy: the roles of mentoring relationship quality and self-efficacy
  8. “All I can do for my child” – development of the Chinese Parental Sacrifice for Child’s Education Scale
  9. Validation of the Chinese Parental Sacrifice for Child’s Education Scale
  10. The development and validation of a checklist for early identification of students with learning difficulties
  11. Subjective outcome evaluation of the Project PATHS based on different cohorts of students
  12. Learning and psychological difficulties among non-engaged youth in Hong Kong
  13. Subjective outcome evaluation of a positive youth development program targeting students with greater psychosocial needs
  14. Predictors of subjective outcome evaluation findings in a positive youth development program in Hong Kong
  15. Expecting my child to become “dragon” – development of the Chinese Parental Expectation on Child’s Future Scale
  16. Validation of the Chinese Parental Expectation on Child’s Future Scale
https://doi.org/10.1515/ijdhd.2011.033
Keywords for this article
after-school activity; mobile children; psychosocial development; resilience; social support

Articles in the same Issue

  1. Editorial
  2. Filling the missing gaps on research in Chinese adolescents
  3. Original Articles
  4. Empathy, coping, social support, and mental health in local and migrant adolescents in Beijing
  5. The relevance of executive functioning to academic performance in Hong Kong adolescents
  6. Differential outcomes of psychosocial development among local and mobile children in two school types in Beijing and Shanghai
  7. Chinese migrant children’s mental health and career efficacy: the roles of mentoring relationship quality and self-efficacy
  8. “All I can do for my child” – development of the Chinese Parental Sacrifice for Child’s Education Scale
  9. Validation of the Chinese Parental Sacrifice for Child’s Education Scale
  10. The development and validation of a checklist for early identification of students with learning difficulties
  11. Subjective outcome evaluation of the Project PATHS based on different cohorts of students
  12. Learning and psychological difficulties among non-engaged youth in Hong Kong
  13. Subjective outcome evaluation of a positive youth development program targeting students with greater psychosocial needs
  14. Predictors of subjective outcome evaluation findings in a positive youth development program in Hong Kong
  15. Expecting my child to become “dragon” – development of the Chinese Parental Expectation on Child’s Future Scale
  16. Validation of the Chinese Parental Expectation on Child’s Future Scale
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