English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 82429/111618 (74%)
造訪人次 : 21429640      線上人數 : 500
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://nccur.lib.nccu.edu.tw/handle/140.119/119196

    題名: Cumulative adversity, childhood behavioral problems, and educational mobility in China’s poorest rural communities
    作者: Shen, Wensong
    Hu, Li-Chung
    Hannum, Emily
    貢獻者: 社會系
    關鍵詞: Adversity;behavioral problems;child poverty;China;conduct problems;education
    日期: 2017-11
    上傳時間: 2018-08-06 17:19:31 (UTC+8)
    摘要: Behavioral problems are recognized as playing a potentially important role in educational attainment, but their function in contexts of extreme poverty is not well understood. In such settings, other factors might swamp any effects of children’s behavioral problems. Further, the interpretation of behavioral problems in circumstances of deep poverty is not clear: problematic behaviors might be in part a direct function of adverse experiences in childhood. In this paper, we focus on the case of 2000 rural youth sampled in the year 2000 from 100 villages in Gansu, one of China’s poorest provinces, and followed up through 2015. We investigate whether behavioral problems—internalizing problems, externalizing problems, and teacher-reported behavior problems—predict subsequent educational attainment among the rural poor, and consider the contributions of cumulative adversity to behavioral problems. Results in a high-poverty context where promotion decisions are closely tied to performance show that behavioral factors are linked to long-term educational outcomes. These results are robust to adjustment for a host of individual, family, and community context variables. There is some evidence that children in higher socioeconomic status families and in more developed communities are less vulnerable to experiencing behavioral problems. While girls are slightly less vulnerable to experiencing teacher-reported behavior problems than boys, there is no gender difference in the implications of behavioral problems for educational attainment. Finally, behavioral problems do not appear to operate simply as a proxy for measured family adversity.
    關聯: Chinese Journal of Sociology, Vol.3, No.4, pp.491-517
    資料類型: article
    DOI 連結: https://doi.org/10.1177/2057150X17736664
    DOI: 10.1177/2057150X17736664
    顯示於類別:[社會學系] 期刊論文


    檔案 描述 大小格式瀏覽次數


    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋