The Effect of Siblings on the Academic Self-efficacy and Self-educational Expectations of University Students

Research Article
Open access

The Effect of Siblings on the Academic Self-efficacy and Self-educational Expectations of University Students

Huaiyi Jiao 1*
  • 1 Lingnan University    
  • *corresponding author huaiyijiao@ln.hk
Published on 26 October 2023 | https://doi.org/10.54254/2753-7048/19/20231420
LNEP Vol.19
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-063-9
ISBN (Online): 978-1-83558-064-6

Abstract

With the introduction of China’s one-child policy in the 1970s, much research was done to study only children on their well-being, personality, and academic achievement. However, few studies have focused on how they differ from non-only children regarding academic self-efficacy and self-educational expectations and the results have not come to an agreement. Thus, this study targeted the undergraduates in mainland China and those who come from the mainland but studying in Hong Kong. An online questionnaire was published and a total of 140 valid responses were collected. MANOVAs and multiple linear regression models were established in order to investigate the effect of singleton status, birth order, and gender of siblings on university students’ academic self-efficacy and self-educational expectations. The results showed that the singleton status, birth order, and gender of siblings had no significant influence on both academic self-efficacy and self-educational expectations, and a significant interaction between birth order and gender of siblings on the score of academic self-efficacy. This study adds to the recent status of the academic self-efficacy and self-educational expectations among undergraduates studying in Mainland and Hong Kong, only children and non-only children. However, due to insufficient sample size, gender and current years of study of students were not included in the comparison, which needs to be further investigated.

Keywords:

siblings, only children, birth order, academic self-efficacy, self-educational expectation

Jiao,H. (2023). The Effect of Siblings on the Academic Self-efficacy and Self-educational Expectations of University Students. Lecture Notes in Education Psychology and Public Media,19,165-172.
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References

[1]. Li, H. D., Wang, R., Ren, Y. J. (2018). Analysis on the number of only children and family structure since the one-child policy. Statistics and Decision, 13.

[2]. Fan, L. F., & Yu, G. L. (2019). Research on mental health education of only child. Heilongjiang Higher Education Research, 2(4).

[3]. Downey, D. B. (2001). Number of siblings and intellectual development: The resource dilution explanation. American Psychologist, 56(6-7), 497–504.

[4]. Guo, M. (2021). The Impact of Family Size and Siblings on Chinese Students’ Academic Performance.

[5]. Bandura, A., Freeman, W. H., & Lightsey, R. (1997). Self-efficacy: The exercise of control.

[6]. Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational research review, 6(2), 95-108.

[7]. Li, L., Shi, J., Wu, D., & Li, H. (2020). Only child, parental educational expectation, self-expectation and science literacy in Zhuang adolescents in China: A serial mediation model. Children and Youth Services Review, 115, 105084.

[8]. Gao, M., & Luo, L. (2022). Home-based parental involvement in single-and multiple-child Chinese families: the role of socio-demographic characteristics and parental expectations. European Early Childhood Education Research Journal, 1-17.

[9]. Chen, L. N., & Luo, L. F. (2019). Interpersonal self-esteem and self-efficacy of only and non-only college graduates. Journal of Clinical Psychosomatic Diseases,25(1), 4.

[10]. Ren, P. W. (2020). The mediating role of academic self-efficacy between proactive personality and learning adjustment among technical vocational students in Shanxi Province. Modern vocational education.

[11]. Wei, Y., & Ma, X. (2017). Influencing factors of middle school students' self-education expectations -- An empirical analysis based on ceps. Educational Academic Monthly, 10(10).

[12]. Liu, Y., & Jiang, Q. (2021). Who benefits from being an only child? A study of parent–child relationship among Chinese junior high school students. Frontiers in Psychology, 11, 608995.

[13]. Xiong, F., Zang, L., Zhou, L., & Liu, F. (2020). The effect of number of siblings and birth order on educational attainment: Empirical Evidence from Chinese General Social Survey. International Journal of Educational Development, 78, 102270.

[14]. Liang, Y. S. (2004). Study on the correlation between academic self-efficacy and mental health of college students. Chinese Clinical Rehabilitation, 8(24), 4962-4963.

Cite this article

Jiao,H. (2023). The Effect of Siblings on the Academic Self-efficacy and Self-educational Expectations of University Students. Lecture Notes in Education Psychology and Public Media,19,165-172.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries

ISBN：978-1-83558-063-9(Print) / 978-1-83558-064-6(Online)
Editor：Enrique Mallen, Javier Cifuentes-Faura
Conference website: https://www.iceipi.org/
Conference date: 7 August 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.19
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Li, H. D., Wang, R., Ren, Y. J. (2018). Analysis on the number of only children and family structure since the one-child policy. Statistics and Decision, 13.

[2]. Fan, L. F., & Yu, G. L. (2019). Research on mental health education of only child. Heilongjiang Higher Education Research, 2(4).

[3]. Downey, D. B. (2001). Number of siblings and intellectual development: The resource dilution explanation. American Psychologist, 56(6-7), 497–504.

[4]. Guo, M. (2021). The Impact of Family Size and Siblings on Chinese Students’ Academic Performance.

[5]. Bandura, A., Freeman, W. H., & Lightsey, R. (1997). Self-efficacy: The exercise of control.

[6]. Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational research review, 6(2), 95-108.

[7]. Li, L., Shi, J., Wu, D., & Li, H. (2020). Only child, parental educational expectation, self-expectation and science literacy in Zhuang adolescents in China: A serial mediation model. Children and Youth Services Review, 115, 105084.

[8]. Gao, M., & Luo, L. (2022). Home-based parental involvement in single-and multiple-child Chinese families: the role of socio-demographic characteristics and parental expectations. European Early Childhood Education Research Journal, 1-17.

[9]. Chen, L. N., & Luo, L. F. (2019). Interpersonal self-esteem and self-efficacy of only and non-only college graduates. Journal of Clinical Psychosomatic Diseases,25(1), 4.

[10]. Ren, P. W. (2020). The mediating role of academic self-efficacy between proactive personality and learning adjustment among technical vocational students in Shanxi Province. Modern vocational education.

[11]. Wei, Y., & Ma, X. (2017). Influencing factors of middle school students' self-education expectations -- An empirical analysis based on ceps. Educational Academic Monthly, 10(10).

[12]. Liu, Y., & Jiang, Q. (2021). Who benefits from being an only child? A study of parent–child relationship among Chinese junior high school students. Frontiers in Psychology, 11, 608995.

[13]. Xiong, F., Zang, L., Zhou, L., & Liu, F. (2020). The effect of number of siblings and birth order on educational attainment: Empirical Evidence from Chinese General Social Survey. International Journal of Educational Development, 78, 102270.

[14]. Liang, Y. S. (2004). Study on the correlation between academic self-efficacy and mental health of college students. Chinese Clinical Rehabilitation, 8(24), 4962-4963.

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