Parental Educational Expectations,Academic Pressure,and Adolescent Mental Health:An Empirical Study Based on CEPS Survey Data

Background:This study aimed to investigate the relationship between parental educational expectations and adolescent mental health problems,with academic pressure as a moderating variable.Methods:This study was based on the baseline data of the China Education Panel Survey,which was collected within one school year during 2013–2014.It included 19,958 samples from seventh and ninth graders,who ranged from 11 to 18 years old.After removing missing values and conducting relevant data processing,the effective sample size for analysis was 16344.The OLS(Ordinary Least Squares)multiple linear regression analysis was used to examine the relationship between parental educational expectations,academic pressure,and adolescents’mental health problems.In addition,we established an interaction term between parents’educational expectations and academic pressure to investigate the moderating effect of academic stress.Results:The study found that adolescents whose parents had high educational expectations reported less mental health problems.(β=−0.195;p<0.001).Additionally,adolescents who had high academic pressure reported more mental health problems.(β=0.649;p<0.001).Furthermore,the study found that academic pressure had a significant moderating effect on the relationship between parental educational expectations and adolescents’mental health problems(β=0.082;p<0.001).Conclusion:Parental educational expectations had a close relationship with adolescents’mental health problems,and academic pressure moderated this relationship.For those adolescents with high levels of academic pressure,the association between high parental educational expectations and mental health problems became stronger.On the contrary,for those adolescents with low levels of academic pressure,the association between high parental educational expectations and mental health problems became weaker.These findings shed new light on how parental educational expectations affected adolescent mental health problems and had significant implications for their healthy development.

Transforming education:Developing a practice-ready workforce

The well-known question,why do people keep doing the same thing but expect a different result,applies to nursing education.Healthcare delivery systems are in constant evolution yet much of nursing education operates with traditional teaching approaches expecting to produce graduates suitable for rapidly changing healthcare delivery systems.Nursing is a practice-based discipline with its own body of knowledge situated within the context of dy-namic nursing practice.It is the responsibility of nursing academia to prepare graduates suitable for practice.If we are to change prac-tice,we must rethink education.The impact and interruptions of the global COVID-19 pandemic gave rise to questions on best prac-tices to guide nursing education into the future.

Does ethnicity and education influence preoperative disability and expectations in patients undergoing total knee arthroplasty?

AIM To investigate whether minority ethnicity and the duration of education influence preoperative disability and expectations in patients undergoing total knee arthroplasty.METHODS We prospectively included 829 patients undergoing primary unilateral total knee arthroplasty(TKA) from April 2013 to December 2014 at a single centre. Patients filled in pre-operative questionnaires with information regarding place of birth, duration of education, expectations for outcome of surgery and baseline characteristics. Patients were stratified based on ethnicity. Majority ethnicity was defined as born inthe study country and minority ethnicity was defined as born in any other country. Similarly, patients were stratified based on duration of education in groups defined as < 9 years, 9-12 years and > 12 years, respectively.RESULTS We found that 92.2% of patients were of majority ethnicity. We found that 24.5%, 44.8% and 30.8% of patients had an education of < 9 years, 9-12 years and > 12 years, respectively. The mean preoperative(preOP) oxford knee score(OKS) in the total population was 23.6. Patients of minority ethnicity had lower mean pre-OP OKS(18.6 vs 23.9, P < 0.001), higher pain levels(VAS 73.0 vs 58.7, P < 0.001), expected higher levels of post-OP pain(VAS 14.1 vs 6.1, P = 0.02) and of overall symptoms(VAS 16.6 vs 6.4, P = 0.006). Patients with > 12 years education had lower mean pre-OP OKS(21.5 vs 23.8 and 24.6, P < 0.001) and higher pre-OP VAS pain(65.4 vs 59.2 and 56.4, P < 0.001) compared to groups with shorter education. One year post-operative(post-OP) patients of minority ethnicity had lower mean OKS, higher pain and lower QoL. One year post-OP patients with > 12 years education reported higher pain compared to patients with shorter educations. However, the response-rate was low(44.6%), and therefore post-OP results were not considered to be significant.CONCLUSION Minority ethnicity and the duration of education influ-ence preoperative disability and expectation in patients undergoing TKA. This should be taken into account when patients are advised pre-operatively.

The Effects of Pre-Surgical Education on Patient Expectations in Total Knee Arthroplasties

As patients prepare for total-knee arthroplasty surgery, they have many expectations related to their long-term recovery and function. This research examined whether the use of a pre-surgical patient education class with an additional long-term expectation module addressing recovery during the first 12 months after surgery was more effective in modifying participant’s pre-surgical expectations than participants receiving the standard pre-surgical education class alone. Prior to the class each participant completed one disease-specific instrument, a general-health survey, and a total-knee replacement expectation survey. After the class, each participant once again completed the total-knee replacement survey. Included in the study were 42 participants who were enrolled in a pre-surgical education course that was randomized. The participants in the control group received the standard pre-surgical education addressing pre-surgical topics. The participants in the intervention group received the standard pre-surgical education plus an additional module that specifically addressed long-term recovery and function up to 12 months post surgery. The primary outcome of the data revealed that participants’ who received the standard pre-surgical education with the additional module and who had an educational level higher than highschool, had expectations that were able to be modified to coincide with the surgeons’ expectations.

Education, Employment and Human Capital Investment in China: Reality and Expectation

With the national population census data and sample survey data of 1990,2000,2005,2010 and 2015,this paper examines the evolving relationship between education and unemployment,and carries out an empirical analysis on how such correlation affects the expected return on education.Our findings suggest that education can significantly reduce the risk of unemployment,but this effect varied over time during 1990-2015.Education’s effect in reducing unemployment significantly increased from 1990 to 2000,but diminished from 2005 to 2015,particularly for the young group.This paper arrives at the ex post return on education estimated with 1995,2002,2007 and 2013 data of the Chinese Household Income Project(CHIP)and calculates the expected return on education based on such data.Results indicate that from 1995 to 2007,the expected return on education kept on the rise until it peaked in 2007.For the young group aged 22-29,the expected return on education started to decline after 2002.This result is of great significance to unravelling return on education during China’s transition period and households’decisions to invest in education.

Migration of Healthcare Professionals: Exploring Self-Perception about Midwifery Professional Life and Continued Education

Introduction: International migration has always existed, primarily as a means to find economic opportunity. Recently, the number of health care professionals seeking to work outside Albania is growing rapidly. In 2021 alone, 1073 nurses left Albania. The departure of health care professionals is reflected in education where it can be observed that a good part of the students who finished the bachelor’s level program did not enroll to continue the second level of study in the master’s. The student’s decision not to continue further levels of education has brought consequences from programs shutting down due to lack of students and forcing the university to spread out the few remaining students to other programs. Objective: The purpose of the study was to explore the opinions of Midwifery Students studying at the Bachelor level, regarding their professional future and continuing education. Methodology: This is a cross-sectional study. In this study are included the students of the bachelor level of education. Student participating are studying Midwifery in the 2022-2023 academic year, at the Faculty of Technical Medical Sciences at the University of Medicine, Albania. Results: The students on average believe they can find a job as a midwife. The career is relatively safe and the profession of midwifery will ensure economic well-being for them. Most of the students hope to emigrate and develop their professional career outside of Albania. This was a surprise given that most frequent answers given by the students for not continuing their Master’s level education was the fact that the program was not accredited, their Bachelor’s diploma was also not accredited and so not recognized by other countries, the cost of continuing their studies was too high and their desire for a better economic and social status which they cannot get in Albania. The majority of students participating in the study identified emigration as the main way they plan to further their studies. Conclusions and Recommendations: Although the students had willingly chosen to continue the midwifery diploma, as they thought it would provide them with a proper future, this dignified professional future was seen as unattainable in Albania so they are seeking it out in more developed countries. A significant number of health professionals prefer to continue their second cycle studies in another country. The professional security within their home country does not satisfy the students. As the market demand for nurses around the globe escalates, the changes and consequences associated with nurse migration are increasingly in need of policy solutions that will address the needs of all parties involved. .

重新审视“好”父母:密集型育儿及其对儿童青少年发展的影响

经过近一个世纪的发展,“密集型育儿”已成为当代社会主流的育儿范式和理想标准,但它并非“完美无缺”。本文以密集型育儿的态度与行为作为框架,对密集型育儿给儿童青少年发展带来的复杂影响进行了研究综述。已有实证证据表明,当密集型育儿达到一定水平时,父母更多的投入和参与不仅不会带来更多增益,还可能在多个方面产生消极影响,且这些影响也会受到阶层、性别和文化的调节。密集型育儿给儿童和父母自身都带来了一定风险,未来研究可以从中国本土化的视角对密集型育儿的影响机制进行更为系统深入的研究。

价值期待视域下高校大学生思想政治教育的期待实现和期待满足策略研究

高校大学生思想政治教育以人为本,以学生为中心,着力满足学生的发展需求和价值期待,是高校大学生思想政治教育的根本旨归和目标方向。思想政治教育工作者要明确和重视高校大学生思想政治教育工作满足大学生价值期待的重要意义,了解大学生价值期待的基本特征,针对性做好大学生价值期待满足工作,提升高校大学生思想政治教育的亲和力、针对性和实效性,更好地落实立德树人根本任务。

新高考改革促进了大学新生适应吗?——新高考政策认同对大学新生专业适应性的影响机制

始于2014年的新一轮高考改革把构建衔接各级各类教育“立交桥”作为改革总体目标之一,致力于通过改革促进教育衔接。大学新生的适应是学生从高中到大学转换衔接的重要表征。为此,基于社会认知生涯理论构建新高考政策认同与专业适应性间的中介关系模型,探究新高考政策认同对专业适应性的影响机制,从大学新生适应的视角,来考察新高考政策对高中教育与大学教育衔接的作用,进而评估新一轮高考改革的实施成效。研究发现:在新高考政策下,经历新高考的大学新生的专业适应性情况良好;总体而言,新高考政策认同对大学新生专业适应性具有显著的正向影响,体现出政策影响的持续性,但专业优先政策认知的直接影响并不显著;专业决策自我效能、专业选择结果预期在政策认同影响专业适应性中起到中介作用,但所呈现的中介效应有所不同。由此可认为,新高考改革能促进大学新生适应,改革取得了积极成效;建议从“学生中心”理念出发,进一步培养学生自主能力,强化政策宣传,优化政策方案。

外出打工率对农户教育支出的影响--基于人力资本投资激励效应

人力资本成为中国农村实现新质生产力发展的关键因素,然而人口流失又是短期内不会改变的趋势,因此我们需要思考的是农村如何在人口规模减少的背景下实现人力资本积累。文章从微观农户的视角分析当村庄外出打工率增加时,农户是否会由于未来迁出就业的高回报而加大对子女的教育支出,这既是对人力资本投资激励效应的理论完善,也为农村实现人力资本积累提供了路径思考。本文基于2010年和2014年中国家庭追踪调查(CFPS)数据库的两期追踪儿童数据构建带有调节变量的中介效应模型,验证人力资本投资激励效应在中国农村的存在性、发生条件与影响机制。实证分析发现:只有在村庄外出打工率超过43.54%、家庭收入超过3.994万元之后,人力资本投资激励效应才会显著,即村庄外出打工率促进农户教育支出。该结论在考虑样本选择的干扰、迁移原因的干扰以及抽样数据可靠性的干扰后依然稳健。当纳入父母教育期望这一影响机制时,人力资本投资激励效应的条件被拓宽,村庄外出打工率的拐点从43.54%下降到37.65%。再加入调节变量之后机制更加清晰,母亲的人缘关系指代的家庭信息接收能力作为调节变量,发挥了直接调节作用和对中介效应第一阶段的间接调节作用。人均村务布告栏数量指代的村庄信息传输通畅程度作为另一调节变量,也同样发挥了直接调节作用。进一步的异质性分析发现迁出率急剧增长的村庄中的人力资本投资激励效应最明显,反映出外部环境的动态变化对人们心理影响更大。在地区分布上,只有中部地区的农村存在显著的人力资本投资激励效应,而东部地区和西部地区的这一作用并不显著。因此,对于人口流失的中国农村而言,要实现人力资本积累,应当在发展非农产业提升农民收入的同时注重完善村庄信息传输渠道、鼓励城乡交流、提升农民教育期望。

中国家庭教育期望的代际偏差与青少年发展

青少年处于身心发展的关键阶段,这一时期的发展与其成年社会经济地位获得密切相关,家庭教育期望既蕴含外部期待,又承担着内部的引导作用,是影响其发展成果的重要因素。家庭教育期望涵盖父代教育期望和子代教育期望,二者承载主体不同,其主要目标和最终结果也会存在一定差异。厘清这种家庭教育期望的代际偏差对青少年发展的影响,对促进青少年发展具有重要意义。因此本文从家庭教育期望的视角出发,利用中国家庭追踪调查数据,在构建青少年发展综合性指标的基础上,根据社会资本理论和自我决定理论的研究框架探讨家庭教育期望代际偏差和青少年发展的关系,并采用线性回归模型和结构方程模型实证分析各类代际偏差对青少年发展的影响效应及其作用机制。研究发现城镇家庭教育期望水平普遍较高,而农村家庭教育期望水平参差不齐,城乡之间存在教育期望的隐性不平等;受制于家庭教育期望低水平和高偏差的束缚,农村家庭的青少年发展处于明显劣势,父母情感缺位进一步加深了其发展困境;家庭教育期望的代际偏差能够显著影响青少年发展,相较父代偏低型,一致偏高型有助于提升其发展水平,而一致偏低型和父代偏高型则呈现出显著的负向作用,且这种负向效应在农村家庭中影响更为深远;父母情感投入和家庭教育投入在家庭教育期望和青少年发展之间发挥了明显的中介作用,其产生的效应因代际偏差类型而异;当父母和子女都具有较高的教育期望时,会更加注重家庭教育和父母情感的双向投入,家庭内部资本更容易有效传递,激发青少年发展潜力;当父代相较子代的教育期望偏高时则无法发挥中介变量的促进作用。这一结果提示在诸如家庭教育指导服务建设的宏观层面中着力均衡父母和子女的教育期望,构建社区赋能、学校联动和家庭教育的多元育人体系,提升农村弱势家庭的教育回报预期并提供必要的教育资源支持,在家庭教育实践的微观层面中注重激发青少年的内在自驱力,在其成长过程中因人制宜、因时制宜地动态调整家庭教育投入和父母情感投入,积极探索多渠道的家庭教育参与方式等将是促进青少年发展的有效途径。

三孩政策下家庭教育期望及其生育效应

随着经济社会发展和生育观念转变,家庭生育决策进入日益理性化和成本约束的阶段。父母较高的教育期望和激烈的教育竞争影响着家庭生育意愿和行为。通过构建家庭资源约束条件下教育期望、培育策略与生育效应的分析框架,并基于大样本调查数据,考察了教育期望对家庭生育的影响效应。研究发现,家庭教育期望显著提升了生育一孩的概率,但降低了家庭生育二孩的概率,较高的教育期望引致家庭采取“质量替代数量”的生育决策。异质性分析发现,教育期望对不同阶层生育数量和再生育意愿的影响形成分化效应。较高的教育期望显著降低了中低收入阶层家庭二孩和三孩的生育意愿及行为;但在高收入阶层,较高的教育期望并未对家庭二孩和三孩的生育意愿及行为产生挤压效应。进一步研究发现,育龄夫妇受教育程度与家庭教育期望形成替代效应,育龄夫妇受教育程度越低,教育期望对二孩生育的挤压效应越大。机制分析发现,较高的教育期望显著降低了家庭的男孩偏好,说明父母对子女的教育期望越高,越重视孩子的质量而非性别和数量,带来少子化的生育决策。家庭教育期望具有一定程度的不可逆性和不同群体的趋同性,必须降低家庭的养育成本和缓解家庭养育焦虑。通过发展普惠性学前教育和义务教育,提高城乡教育均等化水平,提供多元化的市场养育服务,改善家庭的生育预期,进而提高家庭生育率。

中等职业教育发展的价值意蕴、应然样态与实践路径

中等职业教育是国民教育体系建设和人力资源开发的重要组成部分,对高质量教育体系建设、技能型社会构建、个体多样化成长成才具有重要意义,要坚持发展中等职业教育,实现功能定位优化,办学规模适宜,办学质量提升。从对接产业发展、促进中职自身发展、服务个体成长成才三个层面提出中等职业教育发展的对策建议:强化市域统筹,精准服务区域经济社会发展;创新专业大类人才培养模式,提升中职教育关键办学能力;完善职教高考制度,畅通中职学生成长成才通道。

医学生职业期望的国内外研究进展

医学生作为医学储备人才,其职业期望对未来的职业选择、价值取向及医疗系统的可持续发展有深远的影响。通过医学生职业期望概念内涵解读,在此基础上系统比较分析国内外医学生职业期望研究内容、研究工具和研究结果,为探索科学、系统地测量医学生职业期望,完善医学教育和医学储备人才的健康发展提供参考。

SOLO分类理论下体育与健康核心素养评价的内涵、评价过程与实现路径研究

学业质量标准是核心素养评价的主要依据,可直接反映体育核心素养的掌握情况。文章运用文献资料法与逻辑分析法,借鉴SOLO分类理论的研究成果得出SOLO(Structure of the Observed Learning Outcome,观察到的学习成果的结构)分类理论下核心素养评价的主要内涵,认为体育与健康核心素养评价的过程包括5个方面:学科认知是核心素养评价的起点,学习预期是核心素养评价的中间环节,证据表现是核心素养评价的基础,证据有效性是核心素养评价的关键。文章提出实现学业质量评价的主要路径需要:优化任务场景,强化体育与健康学业质量和核心素养的认知;多维视角证据收集,科学评估核心素养;规范体育与健康核心素养的评价程序,实现评价的综合性;建立协同参与机制,确保体育与健康核心素养评价的常态化;强调评价方式的多样性,推进体育与健康核心素养评价的持续性。

中职教育“需求鸿沟”困境研究:理性人假设的视角

二十多年来,我国政府一直非常重视发展中职教育,但是民众对中职教育的需求却很低迷,中职教育陷入“需求鸿沟”困境。从理性人假设的视角来看,直接原因是中职教育的预期终身收益低于普通高中教育,深层原因是不断攀升的高考录取率、中职生接受高等教育的比例和类型劣于普高生,以及工人阶层的收入和社会地位偏低。弥合“需求鸿沟”的对策在于,增加普通高中招生比例,减少中职招生比例;提高中职生的升学率;深化收入分配制度改革,提高工人阶层的收入水平。

家长教育期望对幼儿入学准备水平的影响:家长参与的中介作用

为考察家长教育期望、家长参与和幼儿入学准备水平的关系及其内在作用机制,采用幼儿入学准备水平量表、家长教育期望量表和家长参与量表,对厦门市范围内的1118名大班幼儿家长实施问卷调查,发现幼儿入学准备水平、家长教育期望和家长参与得分都高于理论均值,且各维度的得分存在显著差异;家长教育期望和家长参与显著正向预测幼儿入学准备水平;家长参与在家长教育期望与幼儿入学准备水平之间发挥部分中介作用。因此,提升幼儿入学准备水平的有效措施包括:保持家长参与和家长教育期望同步,重视家长在园参与和家园沟通;幼儿园优化家长参与的形式和内容,促进家长参与的广度和深度;社区积极为家庭和幼儿园提供教育资源。

“养儿防老”:生命历程理论下农村女性教育期望形成与实践逻辑——一项基于“母亲”口述史研究

教育期望是帮助子代实现阶层流动的关键因素,但养育观念的阶层分化使底层农村劳动家庭教育期望遭遇质疑。研究基于生命历程理论以13位农村母亲口述资料分析农村母亲教育期望变迁过程,探索教育期望形成与实践背后的历史性、结构性与文化传统等深层原因。农村母亲教育期望整体上经历了危机、发展、实践三个阶段。农村教育观念滞后、重男轻女与早婚传统、繁重的家务劳动使农村母亲教育期望在早期充满危机与不确定性,高度依赖外界社会经济发展与生活环境变化。农村母亲以“苦难”为教材,形成“给你自己读书”和“为我争口气”的教养方式,达成“养儿防老”所需的道德约束和经济基础。教育期望单方面的转移交卸、局限于教育带来经济回报的教育观念和以“养儿防老”为教育期望形成与实践逻辑是底层农村劳动家庭教育期望被质疑的根本原因。

家庭社会经济地位对大学生学业成绩的影响——父母教育期望和心理素质的中介作用

探究家庭社会经济地位及其各项指标对大学生学业成绩的影响机制以及父母教育期望和心理素质在其中的中介作用。采用网络问卷调查法对2200名被试进行调查,结果显示:1.家庭社会经济地位及其各指标与父母教育期望、心理素质、学业成绩均存在显著正相关,相较于父母职业,父母文化程度和家庭财产资源,父母教育期望、心理素质、学业成绩的相关程度更高;2.家庭社会经济地位对大学生学业成绩的影响主要通过父母教育期望和心理素质的完全中介作用实现,且这种影响主要来自于父母文化程度和家庭财产资源;3.在父母文化程度和家庭财产资源对大学生学业成绩的预测中,心理素质的中介作用显著大于父母教育期望,但在父母职业与学业成绩的作用中两者不存在显著差异。

媒介使用对医学生职业期望的影响——基于媒介参与行为的中介效应分析

目的了解医学生专业学习相关的媒介使用情况、媒介参与行为、职业期望,探讨媒介参与行为在媒介使用与职业期望间的中介作用,提出促进医学职业认同与职业准备的媒介赋能教育策略。方法借鉴信度效度俱佳的量表,设计符合本研究的调查问卷,对人口统计学特征和媒介使用、媒介参与行为、职业期望进行测量,自变量、中介变量、因变量均采用5刻度Likert量表。按照便利抽样和滚雪球抽样,通过在线填写问卷对全国范围内的医学生展开调查。结果1040名受访者与专业学习相关的媒体使用为(2.844±0.830)分,媒介参与行为为(2.760±0.699)分,职业期望为(2.666±0.767)分。医学生媒介使用与媒介参与行为(r=0.217,P<0.01)、职业期望(r=0.122,P<0.01),媒介参与行为与职业期望(r=0.523,P<0.01)均呈显著正相关;媒介参与行为作为中介变量,在媒体使用影响职业期望中作用显著,中介效应占比为26.32%。结论应借鉴参与式信息生产逻辑、具身认知的新方式、职业生涯周期规律,以媒介赋能医学生的综合素养体系,升级混合教学模式,完善医学人文教育链条,达到提升医学生职业期望的目的。