Parental migration,educational achievement,and mental health of junior high school students in rural China

China's rapid development has led to an unprecedented increase in migration rates as an ever-growing number of rural residents migrate to urban areas to seek better job opportunities and help alleviate family poverty. Economic pressures and structural restrictions force many of these migrant workers to leave their children behind in their rural homes, which has led to the emergence and expansion of a new subpopulation in China: left-behind children (LBCs). This study examines the impacts of parental migration on the educational outcomes (specifically math achievement) and mental health (specifically anxiety) of LBCs using data covering 7495 children in a prefecture of Shaanxi Province (from three surveys conducted between 2012 and 2014). We distinguish between “both parents migrating,” “one parent migrating,” “only a father migrating,” and “only a mother migrating.” We also explore the impacts on male versus female LBCs. We find no significant impact of parental migration on the math achievement of LBCs. In terms of mental health, however, our results indicate that left-behind girls were negatively affected by one parent migrating, especially if the migrating parent was the father. The findings suggest that it may not be necessary for policy makers to design special programs to improve educational outcomes of LBCs in general. However, local committees, schools, and parents should pay particular attention to left-behind girls living with only one parent, as they may be more vulnerable to mental health problems than their peers.     

Does wealth matter? An assessment of China's rural-urban migration on the education of left-behind children

This paper decomposes the impact of parental migration on the education of children left behind. In particular, we examine whether children are enrolled in school on a timely basis according to their age when their parents are away. We found both theoretical and empirical evidence to support that parental migration generates a strong positive impact on timely enrollment if a child is from a less wealthy background. However, the effect decreases with family wealth, and reverses after reaching a threshold; we find this point using family house size as our proxy and the turning point occurs at a moderate size of approximately 148 square meters. In addition, we find a compensating effect that migrants tend to spend more on a child's education investment to offset for the loss of parental time care. Lastly, we found the overall impact of parental migration is negative on the timely enrollment of child. Thus, with the important heterogeneities attributed to wealth, our results suggest that the left behind children of more affluent parents may be pushed into worse human capital outcomes; given the rapid development of China, it may be the case that the current cohort of left behind children is less likely to be enrolled in school than earlier cohorts.     

Children's marriage and parental subjective well-being: Evidence from China

The marriage of children is a milestone event in parenthood, while how parents' well-being evolves around the time children get married is limitedly understood. This paper examines the relationship between children's marriage and parents' subjective well-being. Using China Family Panel Studies (CFPS) data, we find that parental subjective well-being is positively associated with children's marriage. An examination of the underlying mechanisms shows that, first, children's marriage can significantly enhance parents' sense of security in old-age care and their confidence in the future. Second, the older the unmarried children are, the more anxious the parents who hold stronger traditional ideology will be. Third, parents will increase their consumption expenditure after their children get married; and compared with daughters, sons' marriages have a stronger effect on parental well-being. These findings reveal that parental economic pressure due to China's biased sex ratio and marriage squeeze is relieved after their children's marriage.     

Solution or isolation: Is boarding school a good solution for left-behind children in rural China?

In recent decades, rural China has experienced a rapid increase in boarding school enrollment rates and in the population of left-behind children (LBC) (i.e., rural children whose parents migrate to urban areas for work). LBC tend to be worse off in numerous dimensions. At 61 million, China has the world's largest population of LBC. As it provides a different residential environment, boarding school can potentially exacerbate or mitigate the negative effects of parental migration. Using nationally representative data on Chinese families, we estimate the impact of parental migration and boarding school on child outcomes in cognition and physical and mental health. We find that while boarding school has no effect on LBC physical and mental health, it substantially improves performance on achievement tests for both LBC and non-LBC. Policies aimed at improving boarding school conditions in China, may improve not only cognitive outcomes, but also child physical and mental well-being.     

Does parental migration impede the development of the cooperative preferences in their left-behind children? Evidence from a large-scale field experiment in China

In human capital theory, noncognitive abilities play an essential role in individual and societal success. Parents' migration for work purposes may inhibit the development of children's noncognitive abilities, but its influence on children's cooperation preferences remains unclear. Using three one-shot public goods games, we examine the impacts of parental migration on the development of children's cooperation preferences and whether introducing punishment mechanisms could partly exacerbate or offset the effects. We conducted a large-scale field experiment with more than 1600 rural students aged 6–16. Our main findings are as follows. First, the cooperation level of non-left-behind children increases significantly with age, while being left behind may affect this stable development track. Specifically, we find that paternal migration significantly decreases children's cooperation levels, while maternal or both parents' migration does not. Second, punishment mechanisms can significantly promote children's cooperation levels and offset the negative effect of paternal migration. Exogenous punishments work across ages, while endogenous punishments work only among middle school students. However, as the extent to which children were left-behind deepens, the offsetting effects of the punishment mechanisms gradually weaken.     

When left-behind children become adults and parents: The long-term human capital consequences of parental absence in China

This study examines the long-term effects of childhood left-behind experience on human capital outcomes across two generations in China. Using data from the China Family Panel Studies (CFPS), we find evidence that adults with left-behind experience in early life have fewer schooling years, lower cognitive test scores, a lower Big Five personality traits index, but a higher internal locus of control. Meanwhile, they are more likely to report underweight, chronic diseases, depression, and lower levels of perceived health and happiness. Our findings of the negative consequences on personality traits and health outcomes are robust to a battery of specification and validity tests. These effects also differ markedly by adults' gender, birth cohort, hukou status, and the characteristics of left-behind experience (i.e., type, timing, and duration). Further, our results also suggest a potential intergenerational transmission mechanism in which human capital loss is induced by one's early-life exposure to parental absence. Specifically, one's childhood left-behind experience is also inversely associated with their offspring's outcomes such as Big Five noncognitive skills, birth weight, and height-for-age z-score. Although adults with left-behind experience are inclined to spend more time with offspring compared with their non-left-behind counterparts, they also tend to have significantly poorer household socioeconomic outcomes and less offspring educational investment.     

Exposure to socially influential peer parents: Evidence from cadre parents in China

Parents with a special social status generate spillover effects to other parents and children. Because cadres (government officials) in China have a broad influence on resource allocation, their presence elicits responses from surrounding parents and students. Exploiting random classroom assignments in Chinese middle schools, we find that increased exposure to classmates' cadre parents raises parents' attention to their children's friendships and guidance over schoolwork. We also find evidence suggesting that parental changes raise the child's test scores. The findings highlight parental adjustments as a mediator of the external influence of peer parents on children.     

Leave behind or migrate? Evidence from a field experiment in China concerning the impact of being left behind/migrating status on children's behaviour and preferences

With the great economic and social development achieved in China in the past 40 years of reform and opening up has come the extensive flow of China's very large rural labour force between urban and rural areas and among regions, as well as populations of left-behind children and migrant children who cannot be ignored. In this paper, four populations—non-left-behind children in rural areas, left-behind children in rural areas, migrant children in urban areas, and local children in urban areas—were recruited in a large-scale field experiment that included the dictator game, ultimatum game, trust game, public goods game, coin-tossing task, intertemporal choice task, a calculation contest task, and a gambling task. Both being left behind and migrating had a negative effect on the children's prosocial behaviour (including fairness, trust, trustworthiness, cooperation, and honesty) and economic decision-making (including time and competition preferences). Moreover, the effect on migrant children was relatively greater, but this effect dissipated progressively as time since migration increased. Additionally, shorter migration distances were associated with a decreased effect of migration on migrant children, and having access to one parent had a positive effect on left-behind children.     

Identifying the effects of migration on parental health: Evidence from left-behind elders in China

This study pioneers the application of the New Economics of Labor Migration theory to outline and estimate two opposite effects of labor loss driven by the migration and remittances of adult children on the health of left-behind elderly parents through the changing rural market constraints. We use China's rural household survey data and simultaneous equation econometric techniques to estimate the effects of migration on the physical and mental health of left-behind elders. Results indicate that the loss of labor due to migration has a significantly negative effect on the health of left-behind elders, but remittances from migrants can compensate for the adverse effect. This study provides a comprehensive understanding that remittances from migration relax the constraints on household resource allocations in undeveloped rural areas with imperfect market conditions. Overall, left-behind elderly parents benefit from migrant children both physically and mentally.     

Migrating for children’s better future: Intergenerational mobility of internal migrants’ children in Indonesia

Internal migration dominates population mobility in Indonesia; according to the 2010 census, there were almost 30 million permanent migrants, around 12.5 percent of the population. The effects of this internal migration on the second generation continue to be under-explored. This paper investigates the long-term impact of parents’ migration on their children’s intergenerational per capita expenditure when adults. We argue that parental migration affects the human capital investment on their children, which has a direct impact on the children’s outcomes when adults and on their deviation from the parents’ economic status, hence their intergenerational mobility. We pooled the five waves of data from the Indonesian Family Life Survey (IFLS), and we tackled the self-selection of parents’ migration using an endogenous treatment regression. Our findings show that despite the fact that parental migration increases the education level of children and their per capita expenditure, it increases intergenerational mobility of the children as adults compared with non-migrants’ children when they live in urban areas as adults, come from the poorest parents, or had migrated during childhood. The left-behind children have more intergenerational mobility only if their father migrated, while there is no significant impact on intergenerational mobility if their mother migrated. The results are consistent with the persistence of Indonesian individual inequality.     

Parenting style and the development of noncognitive ability in children

We investigate the impact of parenting style on children's noncognitive ability development using data from China. Based on an extensive set of questions of caregiver-child interaction, we distinguish parenting style (i.e., respectful and disciplinary) from traditional material and time parental investment. We find that respectful parenting style significantly influences the formation of children's noncognitive ability. Our results suggest that with detailed measures of parenting style and parental investment, children taken care by parents and grandparents do not exhibit significant differences in noncognitive ability. A further investigation of unobserved heterogeneity based on different techniques reveals a causal and long-lasting relationship from parenting style to noncognitive ability.     

Effect of Migration on Children＇s Self-esteem in Rural China

China＇s rapid economic growth has been facilitated by its large volume of rural to urban migration. China ＇s projected future development, especially increasing urbanization, implies that such migration will further intensify. However, migration does not come without cost. There are concerns about the potential negative impacts of migration on children＇s care, education, and, in particular, the self-esteem of children left behind in villages where one or both parents have out-migrated to cities. In this paper, we employ unique survey data collected from Shaanxi Province, where more than 4700 ninth grade students from 36 rural junior high schools in five counties were surveyed in late 2011. The results show that having both parents migrate into cities significantly reduced children ＂s self-esteem. The effects are also gender sensitive. Girls that had a father or both parents who had out-migrated were inclined to have lower self-esteem than boys. Moreover, our study findings indicate that parental migration decreased children ＂s self-esteem more for individuals with initial low self-esteem.     

Does school shutdown increase inequality in academic performance? Evidence from COVID-19 pandemic in China

The school shutdown due to the global pandemic of coronavirus disease 2019 (COVID-19) can lead to an increase in educational inequality through disproportionately affecting disadvantaged children. We use data from a unique survey of 7202 junior high school students and their parents from Shaanxi province to explore whether the school shutdown enlarged the educational gap between students with different parental socioeconomic statuses (SES) during the pandemic. We find that students with more highly educated parents experienced an increase in relative test rankings after the shutdown period. A 1-year increase in parents' education led to a relative 0.18-percentile increase in students' rankings of total test scores. We also identify the mechanisms behind the enlarged gap by means of heterogeneity analyses. We show that parents' education mainly affected children's academic performance through parents' engagement in their children's homeschooling, mitigating the negative impacts of Internet addiction on students, and serving as substitutes for teachers who were unable to teach well online.     

The long-term and intergenerational effects of early-life hunger experience on human capital and labor market outcomes

Using individual-level retrospective data on early-life hunger experience from China, we investigate the long-term effects of early nutritional deprivation on one's own and adult children's human capital and labor market outcomes. With an instrumental variable approach, we find that hunger experience lowers educational attainment and job quality of the first generation. But this negative impact on human capital does not transmit to the second generation, possibly due to parents' compensatory behavior of human capital investment and extra attention given to children. Our findings imply that the negative impact of non-extreme nutritional adversities on human capital and labor market outcomes are likely to decrease over generations.     

父母外出务工对农村留守儿童身心健康的影响研究

基于2015-2016年五个国定贫困县137所农村小学两期追踪调查数据,文章利用倾向得分匹配与差分模型相结合的方法实证分析了农村劳动力外出务工对留守儿童身心健康的影响及其作用机制。研究发现,父母外出总体上并不会影响儿童的身体健康,但对儿童的心理健康有显著的消极影响。进一步的检验发现,父母外出务工的"分离效应"会显著降低儿童的身心健康水平,而"收入效应"会显著改善儿童的身心健康,抵消"分离效应"的负面影响。在留守儿童规模不断扩大的背景下,充分发挥父母外出的"收入效应",减少"分离效应"是缓解农村留守儿童身心健康问题的基本思路。     

Causal effects of family income on educational investment and child outcomes: Evidence from a policy reform in Japan

The Child Allowance Policy (CAP) in Japan, a nationwide cash transfer program for families with children, was designed to increase household expenditures toward children. Using unforeseen changes in the CAP that occurred due to the electoral results as a source of exogenous variation in income in the early 2010s, this paper examines the causal impact of family income on households’ private educational expenditures and child outcomes in the short-run, based on a longitudinal parent-child survey. The ordinary least squares (OLS) and first-differenced (FD) results show that family income is in most cases positively correlated with child's cognitive outcomes, and, to a lesser extent, with families’ educational expenditure on their children. Based on the FD instrumental variable (FD-IV) estimation, using unexpected changes in CAP payments as an instrument, we find positive income effects on educational expenditure in the short-run. However, we did not find statistically significant impacts on children's cognitive outcomes.     

Does productive microcredit improve rural children's education? Evidence from rural Vietnam

Whether increasing access to microcredit results in better educational outcomes for children’s education in rural areas remains an important but inconclusive topic in development literature. This paper contributes to this strand of research both theoretically and empirically. We develop a theoretical model where a representative household uses microcredit to fund its family business and maximises its lifetime utility. Based on the outcomes of its business, the parents make an optimal decision on the level of their children’s schooling investment. Solving the maximisation problem, we show that a household’s optimal education for its children is directly related to the level of microcredit. Empirically, we utilise the Vietnam Access to Resources Household Survey (VARHS) dataset from 2008 to 2016 to estimate the impact of microcredit on rural children’s schooling. We find that microcredit borrowing by rural households negatively affects their children’s education, which is more profound for boys than girls. Policymakers need to be aware of such side effects in designing microcredit policy and adopt auxiliary measures, such as incorporating a clause on children's education in the borrowing terms, to alleviate the negative impact on children’s educational outcomes.     

Income inequality and educational expenditures on children: Evidence from the China Family Panel Studies

Using the data from the China Family Panel Studies from 2010 to 2018, we find that rising income inequality causes parents to spend more on children’s education, both in school and out of school. The impact of income inequality on out-of-school expenditures is significant at intensive and extensive margins, especially for study-related tutoring participation. Furthermore, we find some empirical evidence suggesting that in response to rising inequality, mothers spend more time on children’s education and there exists a substitution effect between time and money. Further analysis suggests two potential reasons for the rising education spending: (1) a higher income inequality resulting from rising skill premium strengthens parents’ long-lasting cultural attitude towards education to higher levels, inducing them to spend more on educational investment, and (2) a higher income inequality increases the value of higher education, leading to a stronger demand for better educational opportunities, and then, more intense education competition, forcing parents to invest more in education.     

Like father,like son? Parental input,access to higher education,and social mobility in China

This paper studies the role of parental input in university access in the context of a 10-fold expansion of China's higher-education sector since 1999. Using a Logit regression, we find that an increase in a parent's education level significantly raises their child's probability of entering university. Moreover, the effects of parental involvement and children's trust towards their parents on university entrance are highly significant. The results are robust to Probit and Linear-Probability-Model specifications. Heterogeneity analysis reveals that for rural and/or worse-educated families, parental involvement significantly affects the child's access to university, while for urban and/or better-educated families, the child's own study attitude is key for progression to university. To address the confounder of genetic inheritance, we use regression discontinuity and two-stage least squares and find that the nine-year compulsory education policy launched in 1986 not only increased the education years of the first generation by about 1.66 years, but has also had a lasting effect by raising the second generation's probability of access to university by 11.77%.     

The impact of child labor on children's educational performance: Evidence from rural Vietnam

In 1998, nearly one-third of Vietnamese children engaged in non-housework labor supply, 95% of these working children residing in rural areas. This paper investigates the impact of child labor on children's educational outcomes in rural Vietnam using the 1998-Vietnam Living Standard Survey. The paper finds that child labor lowers children's academic performance and the negative impact is bigger for girls.