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School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China.

ABSTRACT: According to ecological system theory, both the microsystem environment (home environment) and the more macrolevel environment (provincial environment) influence school engagement in adolescents. This study tests an ecological model of adolescents' school engagement with 19,084 middle school students across 31 provincial-level regions in China. Multilevel modeling is used to predict adolescents' school engagement (behavior, emotion, and cognition) at two levels, individual [gender and family socioeconomic status (SES)] and provincial (economy, public cultural facilities, technological industry and education). The school engagement of students varies significantly across provincial-level regions. SES positively affects the school engagement of students. Students benefit from the provincial environment when the economy is booming, public cultural facilities are adequate and education is flourishing. The development of the technology industry fails to boost students' school engagement. Limitations and future directions are discussed.

SUBMITTER: Liu F

PROVIDER: S-EPMC8576515 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China.

Liu Fangqing F Gai Xiaosong X Xu Lili L Wu Xiaojing X Wang Hong H

Frontiers in psychology 20211026

According to ecological system theory, both the microsystem environment (home environment) and the more macrolevel environment (provincial environment) influence school engagement in adolescents. This study tests an ecological model of adolescents' school engagement with 19,084 middle school students across 31 provincial-level regions in China. Multilevel modeling is used to predict adolescents' school engagement (behavior, emotion, and cognition) at two levels, individual [gender and family soc ...[more]

PMID: 34764911

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Project description:With the deepening of a new round of technological revolution and industrial reform, digital technology has been continuously innovated and widely penetrated into various economic fields. The digital economy (DE) is gradually becoming the focus of China’s economic development planning and a new engine to enhance national strength. Evaluating the development level of DE in various regions is conducive to timely discover the shortcomings in China’s DE development, as well as provide an important basis for putting forward corresponding policy suggestions. This investigation established a hybrid multi-criteria decision making (MCDM) model for evaluating DE development of 31 provincial level regions in China ranging from 2015 to 2020. Firstly, the evaluation indicator system is established from digital infrastructure, integrated development, social benefits, innovation ability, and electronic-commerce dimensions containing 17 quantitative sub-criteria based on Fuzzy-Delphi method. Secondly, integrated weights of 17 sub-criteria from 2015 to 2020 are computed in terms of objective weights calculated by the anti-entropy weight (AEW) approach from 2015 to 2020 and subjective weights obtained via the best-worst method (BWM). Thirdly, MARCOS model is applied to evaluate the DE development degree of various regions in China ranging from 2015 to 2020. Case analysis illustrates that the DE development of Guangdong, Jiangsu, Zhejiang, and Beijing always maintain in the top four from 2015 to 2020, while the southwest and northwest regions in China are obviously fall behind others. And the DE development degree of various regions is primarily affected under the integrated development performance, innovation ability performance, and social benefits performance. Therefore, the backward regions should emphasize the development of software industry and information technology industry. The robustness of the proposed MCDM model combining Fuzzy-Delphi, AEW, BWM and MARCOS is discussed employing three similarity coefficients of rankings. And it is verified that the proposed MCDM model has superior robustness and validity in evaluating DE development.

Project description:The development of the eco-economy has become an important way to promote sustainable development and address climate change worldwide. Implementing eco-economic developmental policy globally or locally requires establishing precise indicators. Currently, there are many studies on eco-economy indicators at the academic level, but the eco-economy indicators researched at the academic level are difficult to be implemented and applied by local governments in China, and there is a knowledge gap between the political sector and the academic sector in the process of cooperation. This mainly stems from the lack of whole-process research and analysis that combines government practice and academic research. We attempt to analyze the differences in the understanding of eco-economic indicators between academics and government decision-makers through the study of the establishment process of China's local eco-economic indicator system. We try to find out the reasons for the knowledge gap between academics and government decision-makers, and to build a knowledge bridge between government practice and academic research. At the same time, China, as the largest developing country and an emerging country in the construction of ecological civilization, is worth studying and learning from its experience in the construction of eco-economic indicators. Therefore, we systematically study the connotation of China's eco-economy and the development process of the indicators. And we combine with the practical experience, describe the method and specific process of constructing eco-economy indicators at the provincial scale of the Chinese government. Meanwhile, we put forward the limitations of the construction of the eco-economy indicator system in Liaoning Province. In addition, we analyze in detail the characteristics and attributes of the ecological economy indicators in Liaoning Province, as well as the relationship of these indicators to the implementation of national strategies and to the SDGs. The discipline contributions and scientific and technological concerns of the indicator system's creation are reviewed, and additional improvement ideas are presented. It is expected that the practice of eco-economic indicators in China will further promote eco-economy development and provide methodological reference for countries to measure the level of eco-economic development.

Project description:BackgroundLoneliness has been recognized as a public health issue and has moved into a number of European countries' policy agendas. Literature examining loneliness in young people (and especially in adolescents) is scarce, but it does show that at this age feelings of loneliness have been increasing in recent decades and are detrimental for both adolescents' current and future well-being. In order to explain loneliness, current literature focuses generally on individual, rather than on broader, environmental characteristics. This study examines school associates of loneliness and compares their importance to those at the individual level because schools are the most important places in which adolescents are socially embedded. In addition, policy interventions on loneliness might be more feasible at the school than the individual level.MethodsThis study uses a single-item measure of adolescents' loneliness feelings in schools and exploits rich data from the Programme for International Student Assessment (PISA 2018) on 23 European countries covering 118,698 students (50.2% female) in 4,819 schools. This study applies multi-level models to investigate school level factors jointly with those at the individual level.ResultsDifferences between European schools can explain a 20% variation in feelings of loneliness, thereby indicating the importance of the school environment. Furthermore, adolescents' bullying experiences and a bullying climate in school more than doubles incidences of loneliness. In addition, a cooperative climate as well as teacher support can considerably decrease school loneliness. Cross-level interactions do exist: being from a lower socioeconomic background for instance, while not important generally, increases loneliness feelings if most of the school peers are from a better socioeconomic background. School factors appear to be more important for explaining young people's loneliness incidence than individual characteristics.ConclusionThis is the first study to compare school level and individual level factors relating to youth loneliness in schools throughout Europe. Results emphasizing the importance of school environment for explaining adolescents' loneliness suggest that school level initiatives may be most appropriate in tackling loneliness when compared to wider and less contextualized national policies that focus on adolescents outside of school.

Dataset Information

School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China.

Publications

School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China.

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