Parental Education Level and Child Cognitive Ability: An Analysis Based on Evidence from the China Education Panel Survey

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Published Jan 27, 2025
DOI https://doi.org/10.15354/bece.25.ar141

Jindian Liu
1. College of Economics & Management, Northwest A&F University, Xianyang 712100, Shaanxi, China; 2. Teacher Development Research Institute, Teacher Development College, Shaanxi Normal University, Xi’an 710062, Shaanxi, China

Mingwang Cheng  
School of Economics & Management, Tongji University, Shanghai 200092, China

Chunyan Wu
Institute of Higher Education, Northwest A&F University, Xianyang 712100, Shaanxi, China

Abstract

Drawing on the data from the China Education Panel Survey, the article investigates the effects of parental education level on child cognitive ability using descriptive statistics and quantitative analysis. Research findings of the study reveal that parental education level is significantly and positively related to child cognitive ability, with a greater impact on the cognitive ability of girls than boys, and that its effects on the child’s cognitive ability decline as the latter improves. The analysis of mediation effects shows that parental education level affects child cognitive ability via its impact on home educational expectations and investment.

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Keywords

Cognitive Ability, Parental Education Level, Social Mobility, Social Status, Cultural Capital

Supporting Agencies

No funding sources declared.

References
How to Cite
Liu, J., Cheng, M., & Wu, C. (2025). Parental Education Level and Child Cognitive Ability: An Analysis Based on Evidence from the China Education Panel Survey. Best Evidence in Chinese Education, 19(1), 1923–1926. https://doi.org/10.15354/bece.25.ar141
Issue
Vol. 19 No. 1 (2025)
Section
Article
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.