The Relationship Between Educational Expectations and Chinese Rural Children’s Academic Avoidance, Test Anxiety, and Burnout (Poster 50)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: Student and Parent Perspectives on Motivation and Performance

Abstract

This study investigated how educational expectations relate to academic avoidance, test anxiety, and school burnout in rural children. Participants were 1,351 fourth to sixth-graders from eight rural public primary schools in northern China. Through a latent class analysis, we identified five types of parent-child educational expectations: low expectation, medium expectation, matched high expectation, mismatched high expectation (parents had higher expectations than their children), and very high expectation. Further analysis revealed that the low-expectation group showed higher levels of avoidance, anxiety, and burnout compared to the other groups. The mismatched high-expectation group exhibited marginally more avoidance than the matched high-expectation group. This study revealed the impact of educational expectations on the negative learning behaviors and emotions of rural students.

Authors

• Yulin Chen, East China Normal University

• Shufeng Ma, East China Normal University

• Angran Li, New York University - Shanghai

• Shan Jiang, Zhejiang University

• Karl Yan, Chinese University of Hong Kong

• Yapeng Wang, Renmin University of China