School Management and Education Development for Chinese Migrant Children: The Mediating Role of Assistance and Affective Support

Abstract

The educational development level of migrant children is affected by many factors, and it is practical to study it. Based on the current situation of migrant children study in China, this study explored the multiple mediating effects of educational support and moderating effect of the age on the level of educational development by policy environment. The study sample was composed of 541 Chinese migrant adolescents aged 9 to 17. They completed educational development questionnaire, educational support questionnaire and policy environment questionnaire. Mediating and moderating effects analysis were used to examine the role of educational support between policy environment and educational development. The results show that the educational development level of Chinese migrant children was relatively high. However, there were significant differences among different schools and ages. It was found that school management played most important role in the educational development of migrant children. Also, it was found that assistance support played a partial mediating role between school management and academic condition, and affective support played a partial mediating role between school management and social behavior, and age played a moderating role between school management and social behavior. School management for Chinese migrant children should be further strengthened. Assistance support and affective support for Chinese migrant children should be further improved. In addition, the management of migrant children aged from 14 to 17 should be the focus of attention. In this study, some suggestions are put forward to improve these influence factors of education development for Chinese migrant children.