Research on the Influence of Intergenerational Support on Children’s Academic Performance – Empirical Analysis Based on CFPS 2018 Data

Created on 2nd May 2022

Conference: The European Conference on Education (ECE2022)
Title: Research on the Influence of Intergenerational Support on Children’s Academic Performance – Empirical Analysis Based on CFPS 2018 Data
Stream: Education, Sustainability & Society: Social Justice, Development & Political Movements
Presentation Type: Virtual Poster Presentation
Authors:
Yuanyuan Lu, Tomorrow Advancing Life (TAL), China

Abstract:

With the development of China's population structure, more and more families have chosen the way of inter-generational support, leaving children to be raised by their grandparents. This article starts from the dual perspectives of family social capital theory and human capital theory, based on the national survey data of the "China Family Tracking Survey" (CFPS) in 2018, described the current basic situation of intergenerational support in China, tested the effect of intergenerational support on children's academic performance, and examined the different types of intergenerational support on children's academic performance differences in the impact of performance, as well as differences in the way of inter-generational rearing between top and bottom-ranked children.
The main conclusions drawn in this article are: First, China has a significant proportion of children raised from generation to generation, which has a significant negative impact on the ranking of children ’s classes. Second, there is a clear difference in the effect of intergenerational support at different times on children's learning. Third, children who are ranked higher in the class do not receive intergenerational support during the day, while children who are ranked lower in the class mostly have intergenerational support during the day.