Does the Left-Behind Experience Affect the Exam Behavior, Drop-Out Behavior, and Intention to Colleges of Secondary Vocational Students? Based on Longitudinal Data from Zhejiang and Shaanxi Provinces

Autor/inn/en	Haimei, Sui; Yingquan, Song
Titel	Does the Left-Behind Experience Affect the Exam Behavior, Drop-Out Behavior, and Intention to Colleges of Secondary Vocational Students? Based on Longitudinal Data from Zhejiang and Shaanxi Provinces
Quelle	In: Chinese Education & Society, 50 (2017) 4, S.350-367 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2017.1382162
Schlagwörter	Foreign Countries; High School Students; Vocational Schools; Dropouts; Student Promotion; Student Experience; Student Behavior; Family Structure; Migrants; Correlation; Selective Admission; Tests; Student Participation; Postsecondary Education; Hypothesis Testing; Child Welfare; Questionnaires; Student Characteristics; Family Characteristics; Institutional Characteristics; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Support of studies; Studienförderung; Studienerfahrung; Student behaviour; Schülerverhalten; Familienkonstellation; Familiensystem; Migrantin; Korrelation; Bildungsselektion; Examination; Prüfung; Examen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Post-secondary education; Tertiäre Bildung; Hypothesenprüfung; Hypothesentest; Kindeswohl; Fragebogen; Statistische Analyse
Abstract	This article is based on tracking data of 7,411 first-year high school students from 106 secondary vocational schools in Zhejiang and Shaanxi Provinces from 2011 and 2012 and analyzes the impact of the experience of being left-behind on the exam behavior, dropout behavior, and willingness for promotion of secondary vocational school students. The authors find that when not controlling other factors, there are group differences among left-behind children, migrant children, and nonmigrant left-behind children on participation in the high school entrance exam, dropout rates, and plans to attend vocational college. However, when controlling other factors, there are no significant differences between left-behind children and non-left-behind children in exam behavior, dropout behavior, and willingness for promotion, and there is no significant impact during the period they are left behind on the exam behavior, dropout behavior, and willingness for promotion of vocational secondary school students. Therefore, using instrumental variables or other identification strategies is a possible direction in this field of study. [This article was translated by Jeff Keller.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01