A Longitudinal Study Of The Impact Of Inequality On Children's Academic Achievement And Self-management

Inequality is a typical social problem in the world today,which has caused serious consequences such as social stratification and the gap between the rich and the poor.In the context of inequality,the family is the most important environment in the process of children's growth,and the inequality between families will have a strong impact on the future development of children.Therefore,clarifying the relationship between inequality and child development,especially its impact on children's academic achievement and self-management,can provide theoretical and practical basis for children's education and social governance,and help narrow the gap between the rich and the poor in society to improvement of people's fairness.In view of the impact of development inequality on children's academic achievement and self-management,the existing researches in China tend to focus on the relationship between the objective indicators of “SES” and child development,less on the impact of subjective indicators on children,and lack of tracking research based on longitudinal data.This study uses the CFPS database from 2010 to 2016 to study children who participated in the four surveys(N=245).This study selects subjective inequality,SES,gender,urban and rural as an independent variable,and children's academic achievement and self-management as dependent variables.This study uses statistical methods such as descriptive statistics,independent sample t test,reliability and validity test to conduct basic analysis of each variable,and constructs a Hierarchical Linear Model to analyze the linear trend of children's academic achievement and selfmanagement development over time,and the impact of inequality on children's academic achievement and self-management trends.The results are as follows:1.Children's academic achievement and self-management have significant interindividual differences that change over time.In other words,the development trend of academic achievement and self-management of each child is different.2.Urban and rural areas not only affect the academic achievements of children,but also the trend of academic achievement over time.The main reason is that urban children's academic achievement is higher than that of rural children,but their academic achievement level declines faster than rural children.SES only significantly affects academic achievement among children.The higher the socioeconomic status of the family,the higher the level of academic achievement.The differences between individuals and the effects of gender and subjective inequality on academic achievement are not significant.3.Gender,subjective inequality and SES have a significant impact on children's self-management ability.Specifically,girls' self-management ability is stronger than that of boys,children with high subjective inequality have strong self-management ability,and children with high SES have weak self-management ability.In addition,all factors,including urban and rural areas,have no significant impact on children's selfmanagement over time.