School adjustment of children from rural migrant families in urban China |
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| Affiliation: | 1. Graduate School of Education, University of Pennsylvania, USA;2. Department of Psychology, Shanghai Normal University, China;3. Department of Psychology and Cognitive Science, East China Normal University, China;1. Marcus Autism Center, Children''s Healthcare of Atlanta, Emory University School of Medicine, United States;2. Louisiana State University, United States;3. New Directions Counseling Center, United States;4. University of Utah, United States;1. Department of Sociology, University of Wisconsin-Madison, United States of America;2. Department of Psychology, University of Chicago, United States of America;3. Department of Educational Leadership and Policy Analysis, University of Wisconsin-Madison, United States of America;1. ServeMinnesota, 120 South Sixth Street, Suite 220, Minneapolis, MN 55402, United States;2. Georgia State University, United States;3. ServeMinnesota, United States |
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| Abstract: | The purpose of this study was to examine school adjustment of rural-to-urban migrant children and its relations with acculturation in China. Migrant children were those whose official hukou status was in a rural region outside the city. Data were collected for 1175 students (M age = 11 years) in urban public schools from multiple sources including peer evaluations, teacher ratings, self-reports, and school records. The results showed that migrant students performed more competently than urban non-migrant students in social and academic areas. Migrant students displayed better psychological adjustment than non-migrant students in higher grades, but not in lower grades. Among migrant students, those with higher scores on accommodation to urban culture and maintenance of rural culture tended to be better adjusted. These results indicate the implications of migration and change in life circumstances for children's school functioning in social, academic, and psychological domains. |
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