Department of Recreation, Park, and Tourism Sciences, Texas A&M University, College Station, Texas, USA.
School of Psychology, Research Institute of Moral Education, Nanjing Normal University, Nanjing, China.
New Dir Child Adolesc Dev. 2021 Mar;2021(176):81-102. doi: 10.1002/cad.20394. Epub 2021 Feb 24.
The positive development of migrant children in China is hampered due to their unequal accessibility to quality urban education resources. This research aimed at exploring the developmental trajectories of migrant and urban children's literacy and mathematics performance, as well as the impact of family socioeconomic status (SES) and parenting styles, including the mediating effect of parenting styles, by comparing migrant children with their urban counterparts. Growth mixture modeling identified distinguishable trajectories of mathematics development for migrant children (i.e., "falling behind" and "keeping pace" groups) and urban children (i.e., "catching up" and "keeping pace" groups), as well as distinguishable trajectories of literacy development for migrant children (i.e., "jumpstarting" and "keeping pace" groups) and urban children ("falling behind" and "steadily progressing" groups). Multinomial logistic regression analyses further clarified that authoritative parenting increased the likelihood of favorable trajectories of migrant children's mathematics development and urban children's literacy and mathematics development. Family SES enhanced migrant children's mathematics development. Family SES contributed to urban children's literacy development through authoritative parenting, yet such a mediating effect was not observed for migrant children. This study highlights the importance of focusing on distinct trajectories of migrant and urban children's literacy and mathematics in improving their school achievement.
中国流动儿童的积极发展受到阻碍，因为他们无法平等获得优质城市教育资源。本研究旨在通过比较流动儿童和城市儿童，探索他们在读写和数学方面的发展轨迹，以及家庭社会经济地位（SES）和养育方式的影响，包括养育方式的中介作用。增长混合模型确定了流动儿童（即“落后”和“保持同步”组）和城市儿童（即“追赶”和“保持同步”组）在数学发展方面的可区分轨迹，以及流动儿童（即“启动”和“保持同步”组）和城市儿童（即“落后”和“稳步进步”组）在读写发展方面的可区分轨迹。多项逻辑回归分析进一步表明，权威型养育方式增加了流动儿童数学发展和城市儿童读写和数学发展的有利轨迹的可能性。家庭 SES 提高了流动儿童的数学发展。家庭 SES 通过权威型养育方式促进了城市儿童的读写发展，但在流动儿童中没有观察到这种中介效应。本研究强调了关注流动儿童和城市儿童在读写和数学方面的不同发展轨迹，以提高他们的学业成绩的重要性。
