How Socio-Emotional Support Affects Post-Compulsory Education Decisions in Rural China

Autor/in	Yao, Haogen
Titel	How Socio-Emotional Support Affects Post-Compulsory Education Decisions in Rural China
Quelle	In: Current Issues in Comparative Education, 19 (2017) 2, S.33-63 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Rural Areas; Academic Aspiration; Academic Achievement; Foreign Countries; Dropouts; Nongovernmental Organizations; Correlation; Trust (Psychology); Employment; Vocational Education; Academic Education; Decision Making; Program Descriptions; Social Support Groups; Academic Persistence; Personality Traits; Delphi Technique; Regression (Statistics); Questionnaires; Middle School Students; Student Attitudes; Secondary Education; Diaries; Volunteers; Teacher Attitudes; Graduate Students; Program Effectiveness; Statistical Significance; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Schulleistung; Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Korrelation; Dienstverhältnis; Ausbildung; Berufsbildung; Akademische Bildung; Decision-making; Entscheidungsfindung; Social support; Soziale Unterstützung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Delphi-Methode; Regression; Regressionsanalyse; Fragebogen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Sekundarbereich; Diary; Tagebuch; Freiwilliger; Lehrerverhalten; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistische Analyse
Abstract	This study develops a sequential mixed model of Delphi-Propensity Score Matching to discuss how an NGO's socio-emotional support affects the decisions of dropout, work, and two types of upper secondary schooling in rural China. Data were collected from 6,298 students in 2012 after a subgroup of them were treated. The analysis shows that socio-emotional support affects education decisions by boosting educational aspiration, though the impact fades gradually if there is no follow-up service. It also confirms that educational aspiration beats more traditional or intuitive factors like wealth and academic performance in the decision process. Further data exploration points out that such an impact may result from the students' attempts at copying the tracks of service providers, who are mostly college or graduate students, once trust has been built. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01