EDUCATIONAL EXPECTATION, EDUCATIONAL INVESTMENT AND EDUCATIONAL PERFORMANCE OF MIGRANT CHILDREN -- FROM THE PERSPECTIVE OF EMOTIONAL BEHAVIOR CHANGE
Authors: Luo Juan , Zhang Yijing , Yang Lu , Ma Wenyan , Hasan Muhammad Rehan 
Published: July 2022

Abstract

Background
Educational expectation has a certain impact on the educational performance of migrant children, which can be achieved through the establishment of expected objectives and educational investment of migrant children, so as to improve the educational performance of migrant children. The education quality of migrant children has many complex factors in both macro and micro aspects. Macroscopically, it is affected by factors such as education policy and social integration, and microscopically by schools and families. In addition, educational expectation is the expectation of parents or children for the future of education, which has an important impact on educational investment. At the same time, with the development of migrant children's education, the changes of children's related emotional behavior are also advancing.

Subjects and Methods
According to China Education follow-up survey (CEPs) (2014-2015), the subjects were migrant children who lived in the household for more than 6 months and under the age of 16. Based on fcsp-eip theory, this paper analyzes the relationship between educational expectation, investment and educational performance in four environments by constructing structural equation model and using Amos 22.0 statistical software. We also searched the databases of CBM, VIP, CNKI, Wanfang Data, PubMed, web of science and EBSCO based on the computer to collect relevant studies on the characteristics and changes of emotional behavior of older children. The retrieval time limit is from the establishment of the database to December 31, 2019. After two researchers independently screened the literature, extracted data, and evaluated the bias risk of the included study, the results of the included study were summarized by qualitative analysis.

Results
In the EIP structure, parents' educational expectations were significantly correlated with migrant children's educational performance, and educational investment as an intermediary had a significant impact on educational performance. After adding other environment related variables, it is found that education policy has a negative impact on children's educational performance; Community and school conditions have a positive impact on educational performance; Educational expectation is an important intermediary variable affecting educational performance. Children's anxiety, confrontation, attachment and other behaviors show three different patterns over time. The results of two children's emotional studies show that when parents' educational expectations are too high, children are easy to show negative emotions.

Conclusion
With the help of Chinese education tracking data and structural equation, this paper draws some conclusions. Through the parents' attention to the education of migrant children, the state strongly supports the education of migrant children, and provides good community and educational conditions to effectively improve the educational performance of migrant children. Firstly, the limitation of education policy is a negative variable that affects the educational expectation and performance of migrant children. At the same time, migrant children may also have unfair psychology, which will also have a negative impact on communication and psychological performance. Secondly, educational expectation is an important intermediary variable affecting educational performance. Parents' educational level and family economic status can help children choose high-quality educational resources, improve educational expectations, and then affect educational performance. Third, quality community and school conditions have a positive impact on educational expectations and performance. The higher the quality of the school, the higher the educational expectations of parents and children. Finally, the family structure dominated by one-child in China will also affect children's emotional changes, resulting in the inconsistency between parents and children's expectations for the future. More social support should be given to children's psychological and emotional changes.

Acknowledgments
Supported by a project grant from general project of national social science fund: Research on Theory, Path and Practice Model of Healthy China Construction (Grant No. 20BJY014) and from key research project of philosophy and social sciences of the ministry of education: Research on Management Innovation Mechanism of Megacities in the New Era (Grant No. 20JZD030).