Please use this identifier to cite or link to this item:
Title: Differential outcomes of psychosocial development among local and mobile children in two school types in Beijing and Shanghai
Authors: Chan, CC
Lai, MK 
Choi, PYW
Tsang, B
Ming, H
Keywords: After-school activity
Mobile children
Psychosocial development
Social support
Issue Date: Aug-2011
Publisher: Walter de Gruyter GmbH
Source: International journal on disability and human development, Aug. 2011, v. 10, no. 3, p. 187-193 How to cite?
Journal: International journal on disability and human development 
Abstract: Background: Adjustment of rural-to-urban migration in China is a challenge to mobile children and after-school activities can be an important resource to children’s development of social support and resilience.
Objective: This study compared levels of social support and resilience of children with different migration status and school type. The influence of after-school activities on social support and resilience was examined simultaneously with the effect of school type.
Study group: A sample of 925 junior secondary 1–3 students from three Beijing and one Shanghai middle schools.
Methods: A cross-sectional survey design was adopted, using a self-administered questionnaire covering areas of gender, age, school type, migration status, after-school activities participation, and psychosocial measures on resilience and social support.
Result: One-way ANOVA showed that levels of social support and resilience were lower in mobile children and children studying in migrant schools. Multiple regression analyses identified several multivariately adjusted predictors of social support and resilience, including positive predictors of talking to parents and homework/studying and a negative predictor of electronic/online games. The grouping by activity interaction identified also suggested differential effects of activities on resilience and social support in the children.
Conclusions: After school education programs for mobile children are crucial to their positive adjustment in order to produce better development outcomes for urban living. Programmatic activities for mobile children should promote interaction with parents and studying, and prevent or minimize the opportunity to play electronic/online games.
ISSN: 2191-1231
EISSN: 2191-0367
DOI: 10.1515/IJDHD.2011.033
Rights: ©2011 by Walter de Gruyter. The journal web site is located at
Appears in Collections:Journal/Magazine Article

Files in This Item:
File Description SizeFormat 
IJDHD 2011.033 Beijing and Shanghai.pdf79.48 kBAdobe PDFView/Open
View full-text via PolyU eLinks SFX Query
Show full item record
PIRA download icon_1.1View/Download Contents


Last Week
Last month
Citations as of Jul 15, 2018

Page view(s)

Last Week
Last month
Citations as of Jul 10, 2018


Citations as of Jul 10, 2018

Google ScholarTM



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.