Parenting style and the non-cognitive development of high school student: evidence from rural China.

Introduction: Understanding the relationship between parenting style and the non-cognitive development of high school students is crucial, particularly in rural China. Non-cognitive abilities, including traits such as emotional regulation, resilience, and interpersonal skills, play a significant role in students' overall development and future success. This study aims to investigate how different parenting styles impact non-cognitive abilities among high school students in rural China. Methods: This study surveyed 6,549 high school students and their primary caregivers in rural China. The students had an average age of 17.61 years, with 48% being male, and 62% of Han ethnicity. Primary caregivers self-reported their parenting styles, while the students' non-cognitive abilities were assessed using the Big Five Inventory-Short (BFI-S). The relationship between parenting style and non-cognitive development was analyzed using two distinct methods: two dimensions (authoritative and authoritarian) and four categories of parenting styles. Results: The study revealed that an authoritative parenting style had a positive impact on the non-cognitive abilities of students. Conversely, a negative association was observed between the authoritarian parenting style and the students' non-cognitive development. This association was more pronounced in the non-cognitive developmental scores of girls compared to boys. Additionally, parents from wealthier families or those with higher levels of education were more likely to adopt an authoritative parenting style rather than an authoritarian one. Discussion: The results of this study highlight the significant influence of parenting styles on the non-cognitive development of high school students in rural China. Authoritative parenting, characterized by warmth and structure, appears to foster better non-cognitive outcomes, while authoritarian parenting, marked by strictness and less warmth, is associated with poorer non-cognitive development. The gender differences observed suggest that girls may be more sensitive to variations in parenting style. Furthermore, the socioeconomic and educational background of parents plays a crucial role in determining the parenting style adopted. These findings underscore the importance of developing and implementing parenting training interventions in rural China, aimed at promoting authoritative parenting practices to enhance the non-cognitive development of students.

Mobile Internet Use and Multidimensional Poverty: Evidence from A Household Survey in Rural China.

Although reducing poverty has become an important issue for rural development in China, few studies have analyzed the role of mobile Internet use in multidimensional poverty. To fill this gap, this study investigated the impact of mobile Internet use on multidimensional poverty, using data collected from a household survey in rural China. Because households generally decide whether to use mobile Internet by themselves, an endogenous switching regression model was employed to control for potential selection bias. In total, 9.63% of the households were identified as multidimensionally poor and the adjusted multidimensional poverty incidence was 5.47%. The results also showed that mobile Internet use has a significant negative impact on multidimensional poverty. Further, we provide evidence of heterogeneity in the effect of mobile Internet use across regions. These findings highlight the importance of mobile Internet use in multidimensional poverty reduction strategies for rural households.