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The Effect of Educational Expectations on Children’s Cognition and Depression

Author

Listed:
  • Meimei Liu

    (School of Food Science, Nanjing Xiaozhuang University, Nanjing 211171, China)

  • Tao Zhang

    (Wuxi Big Bridge Academy, Wuxi 214000, China)

  • Ning Tang

    (School of Food Science, Nanjing Xiaozhuang University, Nanjing 211171, China)

  • Feng Zhou

    (School of Food Science, Nanjing Xiaozhuang University, Nanjing 211171, China)

  • Yong Tian

    (School of Public Health, Southeast University, Nanjing 210009, China)

Abstract

Cognitive and psychological conditions in childhood will have an important impact on adult life. There is relatively little literature on the impact of educational expectations on children’s cognition and psychological health from the perspective of urban and rural differences. Based on the cohort data of the CFPS from 2012 and 2016, this study screened a total of 994 children aged 10–15 to study the effects of parents’ educational expectations and children’s educational expectations on children’s cognition and depression. The results show that both parents’ educational expectations and children’s educational expectations have a positive impact on children’s cognition. Parents’ educational expectations and children’s educational expectations have negative effects on children’s depression. When parents’ educational expectations are greater than their children’s educational expectations, educational expectations have a negative impact on children’s cognition and a positive impact on children’s depression. In both urban and rural samples, parents’ educational expectations and children’s educational expectations have a positive impact on children’s cognition and a negative impact on children’s depression. However, the impact of educational expectations on children’s cognition and depression was greater in rural areas than in urban areas. When parents’ educational expectations are greater than their children’s educational expectations, educational expectations in urban areas have no effect on children’s cognition.

Suggested Citation

  • Meimei Liu & Tao Zhang & Ning Tang & Feng Zhou & Yong Tian, 2022. "The Effect of Educational Expectations on Children’s Cognition and Depression," IJERPH, MDPI, vol. 19(21), pages 1-12, October.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:21:p:14070-:d:956246
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    References listed on IDEAS

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    2. Xiaoou Man & Jiatong Liu & Yutong Bai, 2021. "The Influence of Discrepancies between Parents’ Educational Aspirations and Children’s Educational Expectations on Depressive Symptoms of Left-Behind Children in Rural China: The Mediating Role of Sel," IJERPH, MDPI, vol. 18(21), pages 1-13, November.
    3. Gary S. Becker & Nigel Tomes, 1994. "Human Capital and the Rise and Fall of Families," NBER Chapters, in: Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, Third Edition, pages 257-298, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Lee, Kyunghee & Gleespen, Lucinda, 2024. "Associations between types of care and parenting practice and social-emotional development among Asian American young children," Children and Youth Services Review, Elsevier, vol. 157(C).

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