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Panel information
Panel 9. Family Context & Processes

Abstract

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The rapid economic development in China has led to significant rural-to-urban migration over recent decades. As migration patterns evolve from individual movements to family resettlements, the number of rural children accompanying their parents has surged (Jin et al., 2017). Existing studies, mainly from an economic and cultural capital perspective, have suggested that migrant students’ identity as rural immigrants and as children of low socio-economic families negatively impacts their urban experience, imposing a considerable threat to their holistic wellbeing, and whole-person development (Wu et al., 2018). Nonetheless, theories such as Social Support Theory and Attachment Theory emphasize that strong relationships with external systems provide emotional, informational, and practical support, helping to mitigate stress and improve wellbeing (Armstrong et al., 2005). For rural migrant children, given that their existing social bonds with their heritage community are largely destructed by their rural-urban migration (Ma & Wu, 2020), their social connections in their host society might play a critical role in their wellbeing (Coleman, 1988). In this light, from an ecological system perspective, this study explored how rural migrant students’ relationships with parents, recognition received from teachers, and relationships with peers contribute to their educational outcomes and psychological wellbeing.
Utilizing a three-step approach and multiple analytical methods, we analyzed two-wave data from the China Education Panel Survey (N = 820). In Step One, latent profile analysis of Time One data identified three profiles. The 'reference group' consisted of students with the strongest family and peer relationships and the highest teacher recognition. The 'family risk group' reported the lowest family relationship scores but average peer relationships and teacher recognition. Conversely, the 'school risk group' had the poorest peer relationships and teacher recognition yet maintained high family relationship scores comparable to the reference group.
In Step Two, a subsequent one-way ANOVA test was performed. Results revealed significant differences among the identified groups regarding educational outcomes—cognitive ability, self-efficacy, and educational expectations—as well as psychological wellbeing, which included mental health and antisocial/prosocial behaviors at both Time one and two (Table 1).
In Step Three, we performed latent profile analysis on the Time Two data, confirming the same three-group solution identified at Time One. The group characteristics remained consistent. Transition probability analysis revealed that the 'school risk group' had the lowest stability, with nearly 60% moving to the 'reference group' at Time Two (Figure 1). About 30% transitioned to the 'family risk group', while only 5% of the 'family risk group' shifted to the 'school risk group'. The family risk group' showed a relatively high stability. These findings suggest that students in the 'school risk group' are likely to improve their circumstances or move to the ‘family risk group’ over time, while those in the 'family risk group' maintain their position.
In a nutshell, this research identified three distinct profiles among Chinese rural migrant students across two timepoints. It revealed the impact of family relationships, teacher support, and peer relationships on migrant students’ psychological wellbeing and educational outcomes. The latent transition analysis further showed the transition patterns of the three groups.

Author information

Author	Role
Jia ZHUANG, The Hong Kong Polytechnic University	Presenting author
CHAN WAI, The Chinese University of Hong Kong	Non-presenting author
LIANG JIANLING, The Hong Kong Polytechnic University	Non-presenting author

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