Silin Huang

Bio: Silin Huang is an academic researcher from Beijing Normal University. The author has contributed to research in topics: Socioeconomic status & Academic achievement. The author has an hindex of 4, co-authored 10 publications receiving 40 citations.

Family Socioeconomic Status, Parental Involvement, and Academic Achievement: The Moderating Role of Adolescents’ Subjective Social Mobility:

Abstract: The correlations between a low family socioeconomic status (SES) and adolescents’ poor academic outcomes have been widely documented. However, the mechanisms through which family SES is associated ...

Family socio-economic status and children's executive function: The moderating effects of parental subjective socio-economic status and children's subjective social mobility.

Abstract: Family socio-economic status (SES) is significantly related to disparities in children's executive function. Children from economically disadvantaged backgrounds perform worse on executive function tasks than their peers from high-SES families. The protective factors in the relationship between SES and executive function have not been sufficiently investigated, especially from the perspective of parents' and children's perceptions and expectations regarding SES. Therefore, this study aimed to examine whether parental subjective SES and children's subjective social mobility separately moderated the relationship between family SES and children's executive function among 885 participants aged 9-13 years. The results showed that family SES was positively related to the three components of executive function (cognitive flexibility, inhibitory control, and working memory). Moreover, the relationship between SES and cognitive flexibility was weak among the children with a high level of subjective social mobility or those whose parents had high levels of subjective SES. Among children from families with economic hardship, subjective social mobility is a potential protective factor mitigating the negative effects of low family SES on their cognitive flexibility.

Cumulative Risk and Hopelessness among Chinese Rural-to-Urban Migrant Adolescents

Abstract: Many rural-to-urban migrant adolescents experience adversity and are vulnerable to emotional problems. Previous studies on migrant adolescents focused on the impact of a single type of risk exposure. The cumulative risk approach considers a number of risk factors, providing a new perspective for investigating the living environment of individuals exposed to multiple risks simultaneously. The current study examined the relationship between cumulative risk and hopelessness among rural-to-urban migrant adolescents and the potential protective roles of stress mindset and subjective social mobility on this relationship. A total of 251 Chinese rural-to-urban migrant adolescents aged 10 to 14 completed a series of self-reported questionnaires. The results showed that adolescents exposed to more risk factors simultaneously faced a higher risk of hopelessness. For those with a stress-is-enhancing mindset or the belief in the possibility of upward social mobility, the link between cumulative risk and hopelessness was nonsignificant. When the two moderators were considered simultaneously, only subjective social mobility acted as a moderator. The findings showed that both the stress-is-enhancing mindset and subjective social mobility may act as protective variables to decrease the negative influence of adverse circumstances on Chinese migrant adolescents, but the effect of the latter is stable. The practical implications for promoting the development of disadvantaged adolescents are discussed.

Power, approach, and inhibition. Власть, напористость и подавленность

Abstract: Статья посвящена вопросам влияния власти на поведение человека. Авторы рассматривают данные различных источников, в которых увеличение власти связывается с напористостью, а ее уменьшение - с подавленностью. Конкретно, власть ассоциируется с: а) позитивным аффектом; б) вниманием к вознаграждению и к свойствам других, удовлетворяющим личные цели; в) автоматической переработкой информации и резкими суждениями; г) расторможенным социальным поведением. Уменьшение власти, напротив, ассоциируется с: а) негативным аффектом; б) вниманием к угрозам и наказаниям, к интересам других и к тем характеристикам я, которые отвечают целям других; в) контролируемой переработкой информации и совещательным типом рассуждений; г) подавленным социальным поведением. Обсуждаются также последствия этих паттернов поведения, связанных с властью, и потенциальные модераторы.

The impact of racial discrimination on the health of Australian Indigenous children aged 5-10 years: analysis of national longitudinal data

Abstract: [Background:] A growing body of literature highlights that racial discrimination has negative impacts on child health, although most studies have been limited to an examination of direct forms of racism using cross-sectional data. We aim to provide further insights on the impact of early exposure to racism on child health using longitudinal data among Indigenous children in Australia and multiple indicators of racial discrimination. [Methods:] We used data on 1239 Indigenous children aged 5–10 years from Waves 1–6 (2008–2013) of Footprints in Time, a longitudinal study of Indigenous children across Australia. We examined associations between three dimensions of carer-reported racial discrimination (measuring the direct experiences of children and vicarious exposure by their primary carer and family) and a range of physical and mental health outcomes. Analysis was conducted using multivariate logistic regression within a multilevel framework. [Results:] Two-fifths (40%) of primary carers, 45% of families and 14% of Indigenous children aged 5–10 years were reported to have experienced racial discrimination at some point in time, with 28–40% of these experiencing it persistently (reported at multiple time points). Primary carer and child experiences of racial discrimination were each associated with poor child mental health status (high risk of clinically significant emotional or behavioural difficulties), sleep difficulties, obesity and asthma, but not with child general health or injury. Children exposed to persistent vicarious racial discrimination were more likely to have sleep difficulties and asthma in multivariate models than those with a time-limited exposure. [Conclusions:] The findings indicate that direct and persistent vicarious racial discrimination are detrimental to the physical and mental health of Indigenous children in Australia, and suggest that prolonged and more frequent exposure to racial discrimination that starts in the early lifecourse can impact on multiple domains of health in later life. Tackling and reducing racism should be an integral part of policy and intervention aimed at improving the health of Australian Indigenous children and thereby reducing health disparities between Indigenous and non-Indigenous children.

Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review

Abstract: There is growing interest recently in the outdoor environment surrounding schools where students spent time during breaks, in-school activities, and after-school programs. Several reviews have examined the impact of long-term exposures to nearby nature on students’ academic achievement, but none has focused on the effects of short-term contacts with nature on students’ cognitive performance. The aim of this review is to understand the context in which short-term passive exposures to greenness occur, how cognitive performance is measured, and the conditions under which cognitive benefits emerge at various educational levels. We reviewed 14 studies in the extant literature that report investigations involving students at different educational levels, from elementary school to university, in a short exposure to nature lasting from 10 to 90 min during a study day. The review shows that in 12 out of the 14 studies, across educational levels, cognitive benefits emerge in terms of directed attention restoration from mental fatigue due to contact with nature. A no-cost opportunity to sustain students’ cognition is a break in a green environment after mentally demanding activities.

The right mindset: stress mindset moderates the association between perceived stress and depressive symptoms

Abstract: Background and Objectives: Having a stress-is-enhancing mindset – the extent to which one believes the effects of stress are enhancing rather than debilitating – is associated with greater health a...

Special school physical education experiences: pupils with behavioural difficulties becoming pupil investigators

Abstract: The voice of pupils with the label Behavioural, Emotional and Social Difficulties (BESD), especially those within secondary special school educational settings, is largely unheard. By using data collection methods which placed pupils at its heart, this research explores the perspectives towards Physical Education (PE) of a small group of secondary-school pupils all labelled BESD and receiving education in a small special school. This two-part study is qualitative in nature and has a social constructionist phenomenological design. The exploration of data collected from photo elicitation, focus group meetings and individual interviews identified issues within PE lessons that pupils found meaningful. In the second part of the research, pupils took on the role of pupil investigators and explored the perceptions and experiences of their BESD-labelled peers through video interviews. This data, along with reflective field notes and informal conversation with pupils, was then analysed using Interpretative Phenomenological Analysis (IPA) and NVivo 11. Two main themes were identified: the importance of the role played by pupils’ relationships with teachers, friends and peers, and the valuable insights accessed when pupils are given a voice. Findings include the dominant and decisive role of the PE teacher, how pupils’ behaviour and attitudes within PE lessons is affected by their desire to maintain respect among their friends/peers, and the negative effects of pupils’ disempowerment within PE including lack of consultation and choice regarding the curriculum and PE kit. The research concludes, whilst acknowledging the inevitable constraints on the curriculum offer of any small school, that within this offer pupils are further disenfranchised. They are not encouraged within the medium of PE lessons to develop inter-personal skills nor to gain understandings of their own or other pupils’ behaviour. Pupils’ lack of voice robs the school of feedback and opportunities to develop a more inclusive approach to education and fosters pupil disengagement.