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okay, I think it's about the time let's get started. Welcome, everyone. I'm glad we're all here, and to have the last session of our C. O. 6, 5. Family research committees last the session of this

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World Congress, Isa or Congress, and I'm Yenzia professor in child use in the family studies at the University of Nebraska, Lincoln welcome everyone, and we have the 5

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really exciting session presentations today. And but before we go to this presentation, let me acknowledge a of a acknowledged the country. So I'm just going to read it, and so that we know, and we're on the land of a native of regional people, native people.

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Oh.

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so I'm going back

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to. Oh, here.

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on behalf of everyone gathered, I pay respect to the spirit of a country. Here in Nam, where we are meeting, I acknowledged the past and present cooling nation.

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Rudiri. Why, Warren, as the sovereign people here the culture knowledge holders who maintain and promote the names of regional law, customs and custodianship, responsibilities for

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country and the people that country outlines to sustain generation after generation into the future. For all of us I recognize the important contribution that first nations, thinkers have made to sociology, including challenges to our dominant ways of thinking. We thank all first nations, nations, delegates in the

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the room today for their contributions to knowledge in the discipline.

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Thanks everyone. Let's get started. We have 5 exciting presentations. The first one is Jinta Yang, and we man in the second is

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one and her co-authors, and the third one is Wong Tung and her co-authors, and the third one is Wong Tung, and one the third one is Jing Jian from Baptist Hong Kong Baptist University. The last one is

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Guang and T in dam. Well, we also have 2 distribution papers.

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Do we have our distribution authors here? I think we may have time. Yes, yes, we month, and we may have time also. Have you talked a little bit about your research as well? That's a exciting, really. We have only 5 time slots. So I think if we we, we will have some time, so that you can also talk about your research.

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Without further delay. Let's welcome the first paper presenter. young J. Intel, and women from University of Nebraska, Lincoln. Come on

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right.

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Sensation slowly.

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Okay.

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good afternoon. Everyone. My name is Jin Tiao Young, and is standing next to me. Here is my colleague, Weiman Shi. We are both graduated students at the department of child youth and family studies at the University of Nebraska, Lincoln in the United States.

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and we are very happy to be here today and jointly present a research about understanding, parent identity, construction in Chinese parents and narrative study. First of all, women will give an introduction to this research.

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Parent identity is defined as one's definational sense of self in the position of parent. It includes who they are and what they think they should do. As parents. For example, a parent may say I'm a lifeguider for my kids, or I'm a friend of my kid, or what I think I should do for my kids. The cognition about parent identity was likely to vary across cultures and individuals. On the one hand, parental values, beliefs and expectations are usually specific to their cultural, economic and socio-historical contexts.

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On the other hand.

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parental cognition behavior are likely to develop or change across parenting stages and children's age stages. We argue that the construction of parent identity should be considered from this both aspects

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there are 2 major perspectives on identity in the existing literature. The first one is process or perspective. It think that there are 2 important components for identity development including one's effort for exploration, for the meanings of identity by cognition behavior and one's commitment made under the perceived identity. Identity was also considered as a process with its status determined by dynamics. Between these 2 components.

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The other one is the social perspective which analyze that while there are discrete identities specific to social positions, meanings of of of an identity, are also subject to individuals. Cognition based on positional expectations and performance.

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integrating both processor perspective and social perspective on identity. We considered the parent identity as one of multiple identities existing in a parent which is constructed and synthesized in contemporary and social continuity. And and it's subject to both practicing all and distal social experiences related to the parent's position.

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We also noticed that narrative and an important way for people to study identity. Construction has been considered a constructivist, thinking it can provide us with information of of abundant resources that people use to draw life meaning, and What people conceive of themselves, as well as how people construct the sense of identity! We used narrative as an entry point to understand the formation and construction of parent identity.

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Thus the current study aimed to understand parent identity, construction through investigating parental narratives about the perception of self as a parent.

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Thank you, women, for introducing the background of this research, and I will continue with the method and findings of this study.

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So. This study used the secondary data from a previous narrative study about a Chinese parent's perception about a parent identity. So participants were 4 Chinese parents with First born children, aged between 3 to 5 years old, and all the parents were married and well educated in both the fathers and the mother's group. they were both one full time working parent and one stay at home. Parent.

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So the original data included main interview questions, asking about participants family background, their perception of self as apparent, the meaningful or influential experiences on their parent identity, and the difficulties parents faced in parenting as well as their perception about the ideal image of self as a parent.

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and we selected parental responses to main interview questions as well as the probing questions related to origins or important sources of parent identity and the perceived inferences. For example, questions like, on where these such ideas come from? Have there been earning people or experiences influencing your thinking of self as a parent?

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In the data analysis part, we applied a story writing and does thematic analysis.

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So our unknown, the stories. We found 4 unique stories about apparent identity.

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so that is.

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first of all a striving mother and a growing self, as

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I believe I belong to the striving or effortful type, because I have always firmly believed in one phrase, if you don't strive, your children will look down on you. So during his my child's growth process. While he is learning, I will also learn alongside him. My hope is that when he grows up I can keep up with him, which is my biggest biggest aspiration, my ideal. That's a story for me. At 38 years old, the stay at home, mother.

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a big father who struggled, as I consider myself, a big parent, a big father, who adheres to a strict parenting style. I expect my children to obey my commands in everything, for example, when they are playing a game, and I don't want to see them doing something. I would yell. What you are doing is wrong. You must stop doing it.

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However, after I yell at them, I feel regret.

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Children are independent individuals. They have their own thoughts, and will grow according to their own developmental processes to become the person they want to be rather than becoming the person I want them to be. So. Sometimes I feel conflicted. That is a story for them. 46. The stay at home, father

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next, a mother who wanted to. Well, but didn't that I feel like I am some one. I hope that I can teach her well, but at the same time I haven't putting enough effort. I haven't invested enough energy into her in this aspect. I want to do well myself, but in reality I haven't done well. So that's a story for Gene 33, the working mother.

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and lastly, a father focusing on education as

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about being a father. I've thought about it. I have watched some videos and read some books, so I believe I have some knowledge about the children's daily habits, studies, and of all development. I think I have a good understanding of how to better cultivate his learning, habits, and the daily routines. I just feel that.

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starting from a young age guiding and educating him, my child is extremely important. I hope he can smoothly and excellently go through the entire national education system from primary school, through university and graduate school 1033, the working father.

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the 4 stories of quite a unique and and revealing distinctive patterns of cognition about apparent identity. However, when we look more into the differences among the stories we found like, there are 2 generally 2 types of parent identity among the participants. The first type was about a doming specific apparent identity which was depended on which depended on the performance, on specific domains of parenting.

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For example, in Jin's story, she said, I should take her out for more works or let her let her participate outdoor activities activities more. But I didn't do it. That was obviously about the doming of child exploration and activities. She also said, I do my best to meet her emotional needs, my patience and the love for her are beyond my imagination that I was about the domain, about emotional support.

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While in Penn the working father's story, he said, I have some shortcomings such as not good at expressing emotions or showing enough patience to the child that was about the emotional of support doming, and he also said, I'm generally good at building good habits and educating the children that was about the dummy of educate, of educating the child.

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On the other hand, we also found the other other participant stories. of parent identity was more dominant, neutral, or general, about. There's the self characteristics or quality or qualities for them. Therefore, we call this second type of parent identity as a characteristic parent identity.

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So, for example, in my story, her her parent identity, perception, was many about being striving or effortful, and also in fence story like His perception for parent identity of being a big father was mainly about, you know, expecting the children to obey him in everything. So they are pretty domain neutral.

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Besides story writing. We also conducted a thematic analysis, and and the analysis revealed important themes and the codes for each of the participants that are that contributed to their perception of parent identity. So there was much about the results here, and we didn't have enough time to go through everything. Therefore we we prepared, and not a summary about the findings.

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So the thematic analysis generally revealed the 4 sources for information about apparent identity construction. The first was about on the top.

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parents, the source of the past family experiences with their own parents in the childhood, and the second important sources from the current parenting on the left, which was about the knowledge, expectations, performance, self-evaluation, and a reflection on parenting

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and the personal knowledge and the beliefs on the right side, which was about parental. the the parents, personal knowledge, beliefs, and varies on life and a human development, and then, lastly, the source of that is which is also very important source, the source of society and the culture in which included the cultural beliefs, social conventions, social media exposure, and experiences. With other parents

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the different sources of information were processed were processed in an internal meaning, making system in the parents, mind to form a sense of parent identity.

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Although these 4 sources were important among the participants. We found, however, these sources were not of equal importance within the individuals and across the individuals. For example, in May and defense perception of parent identity.

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personal knowledge, and the beliefs or the source of from the society and the culture were perceived as the major or primary source. Even we call that the origin for their sense of parent identity.

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but in Jane engine and a pen's story, who were working parents and their perception penalty was nearly contributed by by the from from the information on parenting practice.

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and also in Jin's story, she did not perceive all 4 sources as important in her perception for parent identity.

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and lastly, we also had an interesting finding that parents had an active feelings about themselves when the sources of identity were in conflict, which was very was evident in fence story a fan who was the stay at home, father, and he said, I demand them, my children, to do things in my way. They must excel and do better than other children. That's the kind of mindset I have.

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But, on the other hand, a recent incident had a profound impact on me. A lady in Shanghai was someone like me who wanted to make her child. Exactly how she envisioned.

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She constantly put pressures on the child, and the child jumped off a bridge in a kill himself.

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I shouldn't be too harsh to my children, so every time I scolded my children I feel regret because of this idea shouldn't be too too strict.

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Then I would try to be nicer to them. I feel like my children get lost, and I feel that their father has split personality, sometimes being good and sometimes being bad.

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and we also have some takeaways from this study. So the distinct know the unix stories of parent identity reveal that I. Individuality is a very important feature for parent and for parent identity, and is construction that might help the future researchers, you know, to explore more about a parent identity, and, secondly, parent identity is constructed

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by different sources of information for self and for parenting, and the construction seems to be an ongoing process in some parents, and lastly, childhood experiences is also an important source for the construction of parent identity.

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and of course, our identity. sorry our study had some limitations. First of all, this study did not suggest for generalization of the findings, because this is the narrative study, and we only had 4 participants, and this study did not represent a general population of parents in China, as well due to limited sample. And thirdly, the study findings were limited by the specific age group of the children, and that is 3 to 5 years old.

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and our findings might provide limited implications for parent identity research in Western cultures due to our social cultural differences. And lastly, this study was also likely to be restricted by researchers, that

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with us our own knowledge and research skills. So here are the references we used for the current presentation.

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and thank you very much for your attention.

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Thank you very much. And we mentioned our next presenter is Dr. Cheng, Wang from Hanan university.

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everyone

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going to be pull out, yeah, you

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all right you know because I'm pushed up.

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the presentation is about investigation on 3 to 6 years, old children's autonomy of rural area multi-children families

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based on the area of Hunam Province, China.

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So my presentation includes parts. First, the research.

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come.

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yeah, for start out to

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illustrated the concept

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definition. Autonomy refers to the expectation and the ability of children to choose goals reasonably by relying on their own strength.

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It includes self-reliance, self-control, and self-assertion.

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The purpose of this research is to investigate 3 to 6 years old children's autonomy

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in rural families with multi children, and what demographic factors, and associated with children's Ottoman autumn, and why

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the subjects are selected from 3 villages of Jotown, Twin in Hunam Province.

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So the T. Journey include

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24 villages, and your financial income is just the

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700

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48,000 per year.

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In the region register population are

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started. More than 30,000 persons and long-term residents are more than

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25,000 persons.

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so you can see a lot of people they go out the

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so this is the location. It's a

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it's not very

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You can see a a blue dot

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you there? A blue dot?

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Yeah. I wrote there

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in the shantial district Hunam Province.

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and and they said, Zoom.

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zomi and zomat, you see. Oh, it's a very.

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a little circle there, there, there.

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So

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the research used mixed methods. I use questionnaire and interview

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questionnaire. Surrey was administered to

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205 caregivers.

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Most of them are parents and their some grandparents.

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Customer's name is the title is Children's Autonomy, Development, Characteristics and influence Factors.

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 we also interviewed 10 parents and 3 day care teachers.

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the

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in the questionnaire, 3 dimensions, self-reliance. There are some questions about self-reliance.

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There's some questions about self-control, and those at 2,011 self-assertion.

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And in fact, this.

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the table is very interesting. You can see the composition of the participant of the questionnaire.

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We can find that a lot of them don't have high education degree.

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and they're

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their jobs class.

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It's a very

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there's

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this is composition of 13. Interview a

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hmm

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with

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the children's grandma, a mother, parents.

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Hmm!

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Take her.

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Hmm!

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Take our center caregivers.

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The results overall autonomy, score distribution.

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We can see more than 14 of the children's score above 80

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and

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a 22% children's score on lower than 60,

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so

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most of them the score from 60 to 80,

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the overall school.

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and these are the overall score of the 3 dimensions

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and

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the red the first result.

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children's autonomy differs by gender, and in the score higher than boys, especially in self-reliance

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in Asia.

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here

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ultimately scored by gender. No more distribution.

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And here are only

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present one paragraph later, about the age, birth, order, caregivers. Type of father's education attainment.

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feathers, that you can you know or conform to a normal distribution. But other

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picture omitted.

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the children is ultimately deferred by gender.

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 and second, children's autonomy is correlated with their age. the older, the higher in their autonomy, especially in in self-reliance and self-control, dimension

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and third, the level of children's autonomy varies by caregivers type.

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The children whose caregiver

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other parents, their overall level of autonomy, are higher

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in Number 4. The significant relationship between children's autonomy level and children's Earth order.

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The oldest child had the highest alternate ornament level, where the fourth child had the lowest autonomy level

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among them. The difference in self-reliance. Dimension is the most significant.

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Number 5. The level of children's autonomy varies by father's education, attainment.

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The level of children's ultimate is the lowest. When father's education attainment is middle school, or below.

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My fathers have high school diploma.

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Children's autonomy level is the highest.

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even higher than that of the children whose fathers have college degree.

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So the above 4 results. We can easily understand it.

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match or imagination. But for this, maybe, we feel a little surprised.

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See, and after, when we do the interview, we find that and the fathers with high school diplomacy. they have.

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They have more time to play with their children

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and children's autonomy of rural area, mounted children. Families has no significant difference in family income whether lived with their grandparents, mother's education, attainment.

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Nor has significant difference in

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3 dimensions.

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 yeah, we. And we do. The interview reveal

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the readings such as parents let go attitude to girls

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and darting attitude to boys results in girls, high autonomy.

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and the parents with high school diplomats spend more time and energy

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in participating in the data education of children.

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So this

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illustrate the results.

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So the concurrent children's autonomy of rural area, multi- children, families, on the whole, is at an ordinary level. Self assertion level is higher self-reliance and self-control level is lower.

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Children's autonomy has significant difference in gender age, caregivers, type, birth, order, and father's education

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attendant.

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So any comments and questions thank you very much.

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We'll hold up questions. Yeah, yeah.

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 thank you.

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For third presentation. The

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one.

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yeah. Yeah, that's

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really all right.

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Hello, thank you for staying here so late for the last day of presentation. I'm done one. I'm a system professor in the Department of Sociology at the University of Oklahoma, and my co-author, Vinci Wang is a doctor candidate in the department of child youth in the family studies at the University of Nebraska, Lincoln.

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So our project is about the associations between individual characteristics, family school, and family, like feminism and the Chinese adolescent social initiative.

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First, the the introduction

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to talk about social initiative. I like to first talk about its definition. It means the extent to which individuals can initiate and maintain social activities outside their home, like with their peers or with their teachers.

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Many studies have found that in the Western context the social initiative can help adolescents. We establish well-rounded competence and build a social relationship, helping them 250

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to navigate some life challenges, especially during adolescence. There are lots of social, physical, and cognitive transitions, and that they are often stress, having this type of a social competence will help them get more social support.

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And we we also know that social and initiative is not only how helpful for adolescents. It's actually a social competence that is helpful through the lifetime. In this case, as a spoiler, I'd also ask you to move a little bit to spend 1 min. Get to know some others from this conference, and you can introduce yourself how some social initiative by

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letting others know your name, your position your something fun about you. During the past several days. We'll have a quick 1 min.

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Feel free to move and get to know others.

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Okay.

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okay.

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all right, we have 10 s left. It's a really quick activity to have some social relationship. And I hope this is just a starting point, and after this you can have more time to build the relationship. As it is helpful, and in the future we may still meet each other.

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All right.

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So our study is guided by 2 different perspectives. One is the ecological perspective, and the other is the positive use development perspective. Also a really similar. One really focused on the research part, and the other is more

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from the applied findings.

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They emphasize that individual characteristics in this case is in Adolescent, but also you can think about children, and Other age of the human, their gender, their age, and the other Characteristics are directly affecting their development.

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and there

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going a little bit outside their family school and other contexts. In some culture the neighborhood is also having the direct influence on the adolescent development

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going even bigger. The larger social and cultural contacts are also having the indirect influence on adolescent development. This can be affecting the adolescents directly, all by affecting their family, their school.

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our study focused on the Chinese adolescence. So I'm happy to see 2 previous studies, how talking about some differences in the Chinese culture world system, western culture in understanding, the

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parenting, in understanding the children, autonomy, and Our study also reviewed the literature and found there.

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Many studies focusing on the Western context, understanding social initiative as an accomplishment of social maturity, and it is highly encouraged by the parents, and

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they will say, Go ahead and make some friends, and I'll fully support you.

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But in the Chinese context they are actually affected by more factors. On the one hand, the traditional Chinese culture really values the group, harmony and well-being. In this case adolescents are encouraged to build relationship, get connected with others.

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At the same time, many Chen's parents actually emphasize the parental monitoring. Even these children are grow up, and they are always seen as a to a child, and they may need lots of monitoring in terms of who they can make friend with, and how much time they should spend on making a friends. And there is also a contradictory

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selection about spending the time on education or making friends. In this case

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we are interested in what are some risk and protective factors for Chinese adolescent social initiative, and we want to use a culture and understanding by focusing on the Chinese adolescents and relate to the research aim. We have the research question. Looking at both their individual characteristics and the context

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regarding the method, we recruited over 500 adolescents in urban area of China, and this include the Shanghai city Jiangsu and Georgian province, as you have seen on the map. It's really

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developed. You can think about any other big cities in your country, or some, you know, like Melbourne, is a large city. In this case our sample is a myth of the adolescents from different backgrounds. Some may

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come from really affluent families, and some may be the families of migrant workers.

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Our sample also consists of

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older, as their lessons mainly in their late adolescents, and most of them are in high school, and they are average age around 18, and the the majority of the adolescents are female, and around half of them are bunch held in their household.

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Our matters include the individual characteristics, including gender age, only child status, and also we kind of put the self-conscious into the individual dimension, but they are also related to the culture, the self-conscious means. How one would perceive themselves, their value.

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either within their social relationship. That's the interdependence of const. All their personal characteristics, like their physical appearance or their school accomplishment, may based on their own characteristics.

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We also have the famous group culture and the social initiative mirror. Most of them are research-related scales among the Chinese and Chinese population.

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And here I also had some skills and the atoms made which may also affect our results like the school adjustment and the families scale. having a relatively lower internal consistency or the reliability. even though it's close to point 7,

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and the other concept, like the parent child conflict and their recent great rank are mirrored by single atoms, which may also affect our results

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for the analysis. We ran the descriptive analysis in the logistic regression, for the logistic regression. We kind of optimize the outcome by using the top content because we are interested in what actually contributing to the positive outcome. And our predictors include the individual and contextual factors.

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All right. So here it comes to the fun part the results.

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we can read from the top to the bottom. If you are a video person, you can directly look at the figure. If you are more comfortable with the text, we can talk about it

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first. From the very top part of the figure you can see maternal autonomy. Granting

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is the most important factor contributing to the high social initiative. That means, if they are receiving more support or autonomy from the mothers, they are 245 likely to reach out and build a relationship outside their home.

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And

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we also found that, followed by maternal autonomy. Granting the second part the second line. It was school, great rank, and it is also

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having the usual all using the present 225% likely to reach out in the build relationship.

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Other factors? including the conformity to parents high in the interdependent self-conscious. That means how one see their importance in the relationships

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of the adolescents and their positive school adjustment and the high independence of cancer can't predict the social initiative in this Chinese adolescent population.

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and the other characteristic, like the fabulous in the culture level, and also the father's autonomy. Granting parent, child conflict and adolescent

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age and a boy gender were not significant predictors in this

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model.

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All right. So, knowing the results, we can.

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I still go back to the culture context a little bit. So our findings are actually aligned with the traditional culture. Even though these adolescents are kind of younger generation, they are largely affected.

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The traditional Confucianism emphasized the conformity to parents. We can see there was a significant relation, and the educational aspirations, so adolescents who are performing well and addressing well in school are also more likely to reach out and build a relationship which may be related to their confidence.

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And

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the group well-being is still valued, even though we didn't directly merit it. But the interdependent, self-conscious. How one may see themselves in their social relationships

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was an important predictor of their social initiative.

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So that means family remains the most critical environment and school achievement and adjustment are valid in understanding adolescent social initiative. The interesting part is the interdependence of construction actually matters more than independent, self-conscious.

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Our findings need to be interpreted with a few limitations to consider. One is, as I mentioned, the data were collected only in rural urban areas of China, and it has a mixed population. Some might be from more affluent background, and some may be less efficient.

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and this cannot be generalized to to other areas, and the the second is really to the single source of report. Adolescent, self-reported data may be subject to social desiability bias, and that they may overestimate their school rank, or they may

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do not, how? They may not have a clear idea of their parents parenting so it would be helpful to have some more objective mirrors, or have multiple sources of information to validate.

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and then, as always, cross-sectional data, even though coming in and provide useful information, it cannot draw some causal relationship, or cannot use to

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Hmm.

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Rule out some individual differences and changes over time, and the last might be really to our measurement. We will do some further work to see how it may affect our findings, those lower reliabilities of some skills and the the use of single atoms.

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despite a huge limitations or challenges. Our study has important implications for research and the practice for research. Our study at work is a cultural approach to understand the context

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of positive use, development, and for practice we find our study support the programs that in include both the adolescents themselves and their family and school to promote the

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adolescent social initiative, help them navigate the life's challenges.

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Here are our selected reference. If you are interested in reading more.

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and we also like to acknowledge the International Travel Fellowship at the University of Oklahoma, partially founded my conference trip to here, and this research is supported by Dr. Shahs, Fulbright, Grant.

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and at last Dr. Sha and the Dr. Xiing one provided available feedback for our manuscript preparation. Hope we can get it submitted and published soon.

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Thank you. Here are our contact information. If you are interested in talking about more of the research or anything you want to share.

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our next presentation is by Dr. Diane from Baptist, the Universe, Hong Kong Baptist University.

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Thank you. Chair.

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Just ask

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you. Try it. Thank you.

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Okay, so this is Zen down from Hong Kong Battles University. I'm and a section professor of the Department of Sociology. I it is my great honor to talk about my collaborative work with Dr. Tony John from Peckin University. So our work is about the trajectory of living a parental home among the Chinese young people.

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Okay, this is the online. So the living parental home is seen as very important in youth, development, and the transition to independent living as seen as a milestone in youth transition.

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Our recent study have recognized the delayed in home living and intergenerational coresidence in Western societies. So the studies about the Western societies show some concerns about the failure. The young adults of failure in the transition to independent living.

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However, in Asian societies. The intergenerational coresance is very common, and it is, since there's a manufacture of confusion, confusion, values, or traditional family values, or as part of a filipiety.

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And, on the other hand, the transition to independent living has become more complex, more prolonged. It means the young adults has to spend a longer time to transist to independent living. And also, we'll observe some reversible transition like boomerang. It means they leave parental home and return to Miranda home later on.

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And meanwhile we noticed that the transition to independent living has occurs with other youth transitions like school to work transition, or the transition to marriage or transition to parenthood.

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So in this study we aim to identify the patterns of home living trajectories among the young people in in China, and we also want to know how these trajectories are influenced by other youth. Transitions like school to work transition or the transition to parenthood and other factors related to cultural norms and modern values.

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So, according to the perspective of the traditional arc

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cultural norms, The intergenerational coresance is very important in terms of filipiety. In particular, the a thousand or the eldest son. I expected to live there, our elderly parents, and provide care.

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And

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while this Philippines usually emphasize a thousand, this is kind of a gender biased.

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but recent study have shown that this gender practice has been transforming a study about mainline China shows that daughters.

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I'm more failure, and they suggest that The daughters are usually seeing that as the warm West to warm their parents home in Chinese court here in somehow. So Also the one child policy. also change this. gender practice. The children from the one child. One child family usually should. The more responsibility to take with care of their parents

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and stay with with their parents. And these traditional cultural norms are seem very strong. Despite our dramatic economic development and modernization.

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and according to the modernization perspective which emphasized privacy and individual autonomy, it suggests that this modernization would transform the traditional norms and encourage young adults to live independently.

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And the third perspective we call Fatanet. perspective.

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It suggests the intergenerational coresance can be seen as a a private safety net from a fan of a family in particular, in East Asian societies, which emphasize family values

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and family solidarity. So the next question would be, What are the conditions for Chicka? This fed the net of a parental home.

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and some studies suggest that at the macro level

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the welfare region with where we were limited support and unfavorable opportunity structures for young people. So the parental home was

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and as a feder net to protect a young adult in the micro level. If the young adults need some financial support or family support when they encounter physical or health issues.

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And so we would like to extend this perspective by asking the question that how the transition to, etc. in particular, to transition from school to work and transition to a parent. Go with Chika, the intergenerational coresance.

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and we use China as a case to answer this question, because the Chinese society is One of Asian society, with an emphasis of confusion, philipiety, and also experienced modernization and economic development. So, on the other hand, the young people in mainland China nowadays have been in counter difficulties in the labor market and during the high education expansion.

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So we draw on the Chinese family panel studies Cfps. We focus on young people, age 16 to 22 who are live with living with their parents in the baseline of 2,010, and we trace this group of young people for 8 years until 2,018, and the dependent variable with the trajectory of these young people's

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are leaving the parental home, and we like to see the school to work transition and transition to parenthood, and also some other factors related to traditional family norms and modern values. How needs factors?

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contribute to the young people's different trajectories of living parental home? And we also control some social demographic characteristics of the young people and also their parents, education and parents, age.

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and we use sequence and analysis. So as we can identify the different trajectories of the home living, and we use multinomial regression model to see how these key factors lead to different home different trajectories. So here are the key findings.

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we found that the home living pathways of the young people are very diversified as show. Here we identified the 8 pathways of a home living trajectory with 4 different status.

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This is P. Means living with parents, and remain single. So P. And all means living alone as means are living with a spouse or a partner after marriage or cohabitation. I means intergeneration, local residence after marriage or cohabitation. So in terms of needs to 4 different statuses, and we identify

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a pathways or 8 different trajectories. So the first Custer we call Nest. There. It means honest young adults. Throughout all the 8 years they stay in their parental home and remain single. So we call this is Nest Stairs.

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The second and the third cluster are independent. Young adults experience independent transition to independently effect. this group, the experience rapid transition they transact to independent living in a very fast pace.

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and this is in a graduate pace. They need a longer time to transit to independent living. And this group we call boomerang. It means they leave parental home, and later on they return to parental home. So it's a forum. And these 2 categories shows the trajectories of nest living couples. It means they live parental home and live with their panels or spouse after marriage or cohabitation.

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and this group experienced rapid transition. It means they live home. right after marriage, and this they experience a graduate transition. It means they experience. I. It means they experience intergenerational coresance before they leave independent, independent living with their panels or spouse.

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The last 2 groups recall intergenerational Nestors. It means even a young adults get married. They live with their parents or parents in law. So this is a rapid transition. It means they experience a, you know, a very fast pace transist to intergenerational living. And the last group they experience the graduate transition. It means they

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live parental home and live with their spouse, but later on they move back to live with their parents or parents in law. So we identified the 8 trajectories of a home living of the young adults.

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and these 4 and a categories can be divided into 2 groups. The first group.

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these are those transit to independently things remain unpanied. The other group transits to transition to panel delivering, while comparing with the baseline

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we call that stairs means over the 8 years within our observed window. This young adults remain in parental home. So we want to see the what the key factors contributing to different trajectories.

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and we find that the young adults from one child. Family are more likely to be the next day, as it means they are more likely to stay in their parental home and remain single. Well, rural. For rural residents they are more likely to, are less likely to be nested as means they would leave their parental home. This may relate to migration from rural to urban area.

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and we also find that those with higher education

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I would more likely to transfer to independently

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and labor market experience, school-trial transition. We notice that for those who are not in education, employment, or training we can't needs, the needs are more likely to stay in parental home which supports the Feder net perspective.

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And for those who experience this continued school towards transition, or they need a longer time in the school to work transition. They are more likely to be the next day, or it means staying parental home.

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So the next we like to see the home living trajectories of unpan the young people, those who are not married or cohabited with others, and we found that

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for the who from a one child family, I'm more likely to stay in parental home and rural residents are more likely to live parental home and become rapid, independent. Living.

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This seems contradictory to the modernization perspective, because the modernization perspective suggests that young people in the urban area with more exposure to modern values are more likely to live independently.

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however, in the Chinese society, in the Chinese context.

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the rural dividing economic development will make the young people in rural area try to migrate to the urban area for better opportunity for their development. So in this sense, this migration from rural urban live their parental home and live. live in urban in urban area it can be seen as a manufacture of modernization.

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and we also noticed that higher education attainment will increase the likelihood of transition to graduate independent living, because the young adults spend longer time in education which would delay their transition to independent living.

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and we also noticed that the experience in the school to work transition has important implication on the home living trajectory. So for the those who are needs not in education and permanent or training are more likely to stay in parental home, or they need to have a longer transition period to parental To independently thing. So who for those who experience on smooth school towards transition or

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because the interruption in the transition are more likely to become boomerant and more likely to return to parental home, so which supports the Federnet hypothesis. The the perspective which emphasize the parental home could be a private safety net to help or to support the young adults when they encounter difficulties in the labor market.

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and next, we would like to see what the key factors leading to home living trajectories of a panel. The young people, I mean those who got married or cohabited with others, and we found that males.

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Then the male young adults are more likely to follow the pathway for graduate nest living couples or become rapid international, intergenerational nestors which supports the traditional norms because they expected thousands more likely to stay with their parents, or at least they've longer time with their parents

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and we. And what we're interesting here we found no significant effect of our raw hook, and

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and is a predictor of the home living trajectory of the married young people, and which do not so, which does not support the perspective of modernization. It means that the the home living trajectories become more complex. It's not just a single event for the about the urban road, the wide

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and it's it's more relates to the labor market experience, and and also the transition to parent, I think the pop should be moving lower. We talk about the child wearing. It means for those who experience transition to parenthood here

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Less likely to become the rapid next. Living couples means they're they're less likely to live parental home after marriage, because if they have a a child, they are more likely to need support from their parents, and they need to live with their parents also support the perspective of a veteran that

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so different from earlier studies about the home, different trajectories, or transition to independent event, because the earlier study, usually focus on the stay on leaf dichotomy.

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which will the home living as a single event of live or stay in our study. We show that The home different trajectories are heterogeneous. We identified different home different trajectories with different paces, gradual or rapid, or and also the different pathways with different residential arrangements.

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And Also, it is important to point out that we identified that more than 20% of the young people are live with their parents are, or parent parent in law after marriage. So this intergenerational coresance shows that the intergenerational relationship in Chinese society is very important and different from the Western Society, with emphasis on the husband and wife relations.

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and we also shows that the school to work transition and transition to parenthood has have important impact on home-living trajectory. We found that on smooth school to a transition will lead to a boomerance means the young adult will return to parental home.

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and we also find that those who are not in education, employment, or training we call need are more likely to stay in parental home. So the parental home as a private safety nest for these unemployed young adults.

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and it is very important to this

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differentiates the trajectories in the transition to independent, different, instead of singing as a single event, leave of state dichotomy. And we also show that live causes. Let's go to a transition transition to parallel and transition to independent different are interconnected.

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So we suggest that the programs and policies of supporting young people's development should adjust the potential difficulties of multiple domains like school to work transition and transition to parental instead of focusing on a single domain.

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And so this is my last slide. our studies extend. the perspective of the fattennet effect. we suggest that the fat and the effect of a parental home is checked by the school towards on smooth school to work transition, and the transition to parenthood

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and a parental home serves as a private safety net to help the young people who are in economic or social vulnerability, and also as an alternative

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to the labor market and government for resource assets. So when the young people experience difficulties in the labor market, or they cannot find enough resources in the government about the child care The parent home usually serve as an alternative to the young people.

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And so Last, but not least, we suggest that when in the studies of youth studies, it is important to bring back the intergenerational relationship. We need to consider how the linked life of the parents and the young people in a household adapt to the changing social economic opportunities for the young people, and due to some data constraints

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of our work. So we also call for a large-scale institutional survey with very detailed information about the home living arrangements across generation, and also for a longer period of time. So our later stuff here and comments and suggestions are welcome. Thank you very much.

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01:06:24.880 --> 01:06:26.630
Okay, thank you for the

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our next written is 21,

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and

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she is from the University of Nebraska.

330
01:06:46.190 --> 01:06:49.399
Enter into doctoral candidacy today.

331
01:06:49.490 --> 01:06:54.439
Yay, thank you. Thank you, Dr. Shah.

332
01:06:56.010 --> 01:06:56.820
All right.

333
01:06:57.850 --> 01:07:22.239
hi! Thank you for still being here. My name is in Chihuahua, and I'm from the department department of Child youth and family studies from the University of the Massachusetts, and my co-author and collaborator is downlaw from the University of Oklahoma, and I also want to express my gratitude to Dr. Shah Whim, she and Jin Chowayan for their kind support and contribution to this project.

334
01:07:22.650 --> 01:07:30.339
Now, I present adolescents, family relationship, dynamics and their Internet using China a national sample.

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01:07:32.580 --> 01:07:42.370
So we all know that the Internet and modern technology has broad substantial changes to our regular life and also the whole society.

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01:07:42.550 --> 01:07:51.670
And this study is informed by Bronfman Brenner's social, ecological framework, and it suggests that

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01:07:51.800 --> 01:08:07.310
individuals should be researched and studied within their surrounding environment. And for the current studies case, we are focusing on family subsystem, the the of family subsystem on adolescence, developmental outcomes.

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01:08:07.850 --> 01:08:28.350
And then, previously, many research and studies have focused on adolescents, excessive technology use and their problematic technology use. It's almost like Internet addiction already. but still they are research. They were research on the individual level instead of

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01:08:28.350 --> 01:08:41.170
contextual levels and there are very limited research of relationships of family dynamics and adolescence technology use, especially in non-western cultural settings.

340
01:08:41.550 --> 01:08:45.179
And previously, many scholars suggest that

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01:08:45.520 --> 01:09:00.569
we should use multiple aspects to research individuals, technology. So instead of just marrying their Internet using time to like, treat it as the single factor to explore their technology use.

342
01:09:01.730 --> 01:09:20.119
So based on these theoretical foundations and information. we proposed 3 research questions. The first research question about the first research question is about 2 independent variables, including family conflict and parental bounding.

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The first variable consists of

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01:09:23.790 --> 01:09:34.120
2 indicators, including adolescence, quarrels with their parents, and also the quarrels happened between Parents Aka marital conflict.

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01:09:34.220 --> 01:09:41.530
and then the second variable consists of 3 indicators, including emotional support, parental engagement and parental supervision.

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01:09:41.740 --> 01:09:50.760
So our first research question is, how may each indicator contribute to family conflicts and parental bounding? And what are the relationships between them.

347
01:09:51.430 --> 01:10:14.659
And the second research question is about 3 dependent variables, including adolescents, depression level, their perceived importance level of Internet use and also their daily Internet using time on mobile devices. Our question is, what are the relationships among the lessons, depression, level importance level of Internet use and their Internet using time?

348
01:10:15.480 --> 01:10:33.940
And finally, the third research question is about the overall model. is how may family relationship dynamics contribute to adolescents, depression, level importance level of using the Internet and also their daily Internet using time on mobile devices.

349
01:10:35.180 --> 01:10:46.090
So the current study, we use the Cfps data, China family panel studies. And it's a nationally representative data set.

350
01:10:46.800 --> 01:11:11.989
and we included over 2,000 Chinese adolescents, aged from 10 to 18, from 28 provinces in China, in the and in the wave of 2,020 cfps data, and on the left side we can see the demographic information of the participants. information include includes their gender age and residence.

351
01:11:13.810 --> 01:11:30.900
Here's the measurement of the current study. all the questioners and items were retrieved from Cfps questionnaires. We got to latent construct in this study. include the family conflicts and bernabeu, and also 3 variables.

352
01:11:31.410 --> 01:11:37.069
And I did principal component analysis for parental bounding, because

353
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there are some studies. There are many actually studies suggested that parental founding questioners should have at least 2 sub-skills and many studies. that that there are 2, 3, and 4 step skills. But in this study, the Ph, the Pca results supported that there are 3 sub-skills, including emotional support, parental engagement and also parental supervision.

354
01:12:06.970 --> 01:12:12.320
And then I did A. C of a confirm to refactor analysis for the overall model

355
01:12:13.890 --> 01:12:22.890
for the data analysis. I, we conducted descriptive statistics, correlation analysis, Pca, Cfa, and also structural equation modeling.

356
01:12:24.040 --> 01:12:30.430
Here's the correlation result among all the variables and the indicators. I will just skip this one.

357
01:12:30.750 --> 01:12:34.019
And here's the structural equation modeling results.

358
01:12:34.190 --> 01:12:44.600
 okay, if we can look at the left side of this figure, we can see that

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01:12:44.860 --> 01:12:58.310
it answered our first research question. So for family conflicts, adolescence, quarrels with parents contribute more to the family conflict compared with parental or marital

360
01:12:58.370 --> 01:13:14.459
quarrels, and for parental, bounding, parental, emotional support, contribute the most to parental bounding with their children, and followed by their engagement, and while parent supervision contribute to the list to their bounding with their adolescence. Children.

361
01:13:14.640 --> 01:13:20.789
and also family conflicts, are negatively associated with their parental bonding.

362
01:13:21.100 --> 01:13:24.229
And then, on the right side,

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01:13:25.140 --> 01:13:36.560
we found that adolescents depression level is positively associated with their perceived importance level of Internet use, but not with their daily Internet using time on mobile devices.

364
01:13:37.110 --> 01:13:44.370
However, adolescents perceived importance level is positively associated with their daily Internet, using time.

365
01:13:45.770 --> 01:14:06.149
And for our last to research question we found that adolescents, family conflicts significantly contribute to their depression level and which means adolescent. Who whose family have more conflicts, and the chorus tend to have high levels of depression, symptoms

366
01:14:06.760 --> 01:14:16.709
and adolescent family conflicts also contribute to their perceived importance level of Internet use. But such association is not

367
01:14:16.740 --> 01:14:29.429
The coefficient is not very high. and also at lessons whose family have more conflict and chorus, were not found to spend more time on the Internet and mobile device. They sounded on the daily basis.

368
01:14:29.900 --> 01:14:34.689
and even though the coefficient is positive, but it's not significant.

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01:14:35.080 --> 01:14:48.930
And for parental bounding we found that adolescents who have good bounding with their parents are less likely to have depressive depression symptoms, and even though we didn't do any

370
01:14:49.170 --> 01:15:00.759
mediation or moderation model here, I think the I think the parental bonding is serving like a protective role for adolescents

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01:15:00.790 --> 01:15:06.599
and parental bounty, also inactively contribute to the adolescent state of the Internet, using time.

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01:15:06.830 --> 01:15:17.779
meaning that lessons who have good bonding with their parents. are spending less time on the Internet and the mobile devices compared to those who don't.

373
01:15:19.880 --> 01:15:39.980
And for the discussion part, as I just mentioned. I think this study confirmed the significance and importance of family relationship, dynamics, and also the family environment especially on adolescence, well-being, and also their internet and technology news. And also they study

374
01:15:41.300 --> 01:15:48.179
confirmed the importance of parental emotional support in parent funding and their family environment.

375
01:15:48.210 --> 01:16:07.539
And then it's also noteworthy that we found more. We found that there are more influential factors are involved in terms of adolescents, perceived importance, level of Internet use, which further demonstrated that adolescents, Internet and technology use behaviors are required.

376
01:16:07.540 --> 01:16:18.560
Complicated and more influential factors and multiple aspects of measurement should be considered when we are doing the research of adolescents, Internet and technology use.

377
01:16:18.890 --> 01:16:29.130
And then we found that adolescents whose families have more conflicts and quarrels were not found to spend more time on the Internet and mobile devices.

378
01:16:29.140 --> 01:16:53.210
And this finding is a little bit contradicted to our reconnaissance. I think there used to be some explanations in research about adolescents technology use. They are stating that adolescents are using more technology because they may want to escape from the reality reality and the bad family environment, but that it seems like that. Not be.

379
01:16:53.290 --> 01:16:57.720
That might not be the case for the current study. especially considering

380
01:16:57.760 --> 01:17:07.860
 the Chinese adolescents and Chinese parents are having very close boundings in family environment.

381
01:17:07.910 --> 01:17:16.929
And finally, we found the protective rule of parental bonding, adolescence, depression levels and excessive technology use.

382
01:17:19.040 --> 01:17:30.390
So this study has several limitations. All the questionnaires and items were answered by adolescents themselves. We don't have parental parents

383
01:17:30.710 --> 01:17:34.529
responses, and also, I think there are quite a limited

384
01:17:34.540 --> 01:17:36.999
limited numbers of

385
01:17:37.270 --> 01:17:49.529
some management items, especially in terms of family conflicts, because we were just asking about how many times of quarrels that you have in your family for adolescents.

386
01:17:49.750 --> 01:17:59.900
And then this is a cross-sectional study. We just used one wave of Cfps data. we don't have any time comparisons, but instead of just treating.

387
01:18:00.080 --> 01:18:07.270
instead of just acknowledging it as a limitation, I think this is also could be considered as future direction as well.

388
01:18:07.500 --> 01:18:26.859
our next step could be using multiple waves of data to further explore adolescence technology use in their family environment. And this study has several implications as well for parents, educators and policymakers. I think the the current study has already

389
01:18:26.940 --> 01:18:49.799
confirmed the importance of family environment and the relationship dynamics on adolescents, technology use and Internet use. And we have winners, the power of parental bonding, and how parents, guidance and support could affect on adolescence, overall well-being and also development.

390
01:18:49.920 --> 01:18:55.760
And I also have several implications for technology companies and influencers.

391
01:18:56.000 --> 01:19:11.029
I think we need to pay more attention and invest more adolescence digital will be. And nowadays I have noticed that there are many apps and websites are having that parental controls and kid mood.

392
01:19:11.060 --> 01:19:24.470
but many of them are just limiting adolescents, Internet using time instead of paying more attention to the larger environment, such as online risks and cyber like cyber bullying

393
01:19:25.480 --> 01:19:28.850
stuffs. All

394
01:19:29.070 --> 01:19:34.559
these are the references that I use for this current presentation, and thank you very much for your attention

395
01:19:40.010 --> 01:19:53.399
before we started questioning the answers, and and have a lively discussion. would you like to talk about your research as well? And just give a brief?

396
01:19:53.440 --> 01:20:01.439
If that's a really, you think your research is very unique and important as well in many ways. Yes. Come on here.

397
01:20:02.390 --> 01:20:07.059
okay, you do you have anything that you can pull out.

398
01:20:09.220 --> 01:20:16.829
 we should have a little bit time. So

399
01:20:18.430 --> 01:20:19.140
yeah.

400
01:20:45.130 --> 01:20:45.910
yeah.

401
01:20:50.070 --> 01:20:50.830
it's it.

402
01:20:52.430 --> 01:20:54.770
This one, the first one? Yes.

403
01:20:59.020 --> 01:20:59.760
and

404
01:21:00.920 --> 01:21:02.830
yes, sir. yes.

405
01:21:04.740 --> 01:21:07.210
thank you. Dr. Xiao.

406
01:21:07.350 --> 01:21:16.999
So I did a study home environment and children's academic performance across time and investigated the immediate role of children's consciousness.

407
01:21:17.080 --> 01:21:41.770
So based on the literature, the home environment plays an important role in children's academic performance. A much researcher investigated the cross-section or association between home environment and academic performance. But the research on the longitudinal effects and the mechanism behind this relationship was limited and conscientiousness defined as individual behavior involving 4 primary characteristics. All the otherliness, industries

408
01:21:42.620 --> 01:22:05.439
self control and responsibility is impacted by the family context and can predict children's academic grade grades. this is a brief model. So I use data from a Cfps Chinese family panel studies. And I use the home environment later, from 2,012 and 6 years later, the consentiousness and children's academic performance.

409
01:22:05.650 --> 01:22:34.369
So For the home environment, we have 4 items like, Read stories to your children, buy books for your child, and Take the child out to play, and use toy or game to help. True. child, learn character characters, and conscientiousness is like The child's start is very hard, or check his or her homework repeatedly after finishing it, and so on, and for academic performance, we have the higher The twentieth grade and the math grade rated by the parents.

410
01:22:34.370 --> 01:22:49.020
So this is the overall model. So I only selected children who are aged at 3 years old at In 2,012, because if for the home environment. we only have that matter for 3 or 3 years old.

411
01:22:49.050 --> 01:22:55.760
And then I structured this model to test the immediate role of consciousness. And

412
01:22:55.970 --> 01:23:20.129
the indirect effects were only found from taking children to go outside through conscientiousness and to children's Chinese grade and math grade. It turns out that if you take your children to go outside more often, then, children will have a lower level of conscientiousness. 6 years later, when they are 9 years old, and they will also have lower grades.

413
01:23:20.190 --> 01:23:25.020
lower levels of good Chinese and ninth grade. So

414
01:23:25.200 --> 01:23:43.739
There are a few takeaways. So first, different dimensions of children's home environment during early childhood may have different impacts on children's conscientiousness and academic performances. And this started to build a bridge which okay, children's conscientiousness between children's home environment and child academic performance across time.

415
01:23:43.740 --> 01:23:56.850
But more explorations needed for the mechanism behind. We also examined the literature of the intercept and slope of children's conscientiousness trajectory across the 6 years, but failed to find the indirect effects.

416
01:23:56.850 --> 01:24:04.989
We also fail to find the direct effect. That's kind of out of our expectation. So most already is needed. And that's why I'm from here

417
01:24:08.970 --> 01:24:10.090
to A

418
01:24:10.440 --> 01:24:11.480
that

419
01:24:11.570 --> 01:24:13.300
we have about

420
01:24:13.890 --> 01:24:15.130
30 min.

421
01:24:15.540 --> 01:24:17.810
Have a discussion

422
01:24:17.990 --> 01:24:23.899
in first questions, questions to our presenters.

423
01:24:25.670 --> 01:24:27.120
Questions.

424
01:24:36.070 --> 01:24:37.250
Okay.

425
01:24:42.830 --> 01:24:43.640
Mission?

426
01:24:44.560 --> 01:25:07.070
Yes. So. thank you for the insightful presentation. I have a question about the first presentation on parental identity. if I have 2 questions, the first one and one I noticed that. You interviewed the young parents who are stay at home versus working mother or working father.

427
01:25:07.070 --> 01:25:17.120
So I'm wondering whether you observe any differences in terms of parental identity in terms of the employment status and gender.

428
01:25:17.430 --> 01:25:28.989
And my second question is that I really like your framework, emphasizing different factors in the parental identity construction

429
01:25:28.990 --> 01:25:48.630
in particular, the past, the family experience. So I'm wondering if any interviewees were from one child family. So I'm not sure if their earlier experience from one child family as a child will affect their later parental identity as a parent.

430
01:25:48.640 --> 01:25:51.130
Yeah, so these are my true questions.

431
01:25:51.720 --> 01:26:11.209
Thank you very much. Talk to John. Yeah, these are really good questions. So for your first question, should I sit down here. Okay, sorry. Yeah. So your first question was about whether the parent gender and their working status will have any effect or impact on their perception penalty. Right?

432
01:26:11.210 --> 01:26:23.489
So, yeah, that was actually one of discussion, like an old topic in our paper, because, like, we found, like, you know, the the characteristic apparent identity, which is

433
01:26:23.630 --> 01:26:35.930
domain neutral, actually came from 2 parents who stay at home who did not work at all. It looks like they have, you know, more like deeper, like thinking about themselves being a parent

434
01:26:35.970 --> 01:26:51.390
and On the other hand, the 2 working parents like, who Who have their spouse, and also the parents in law, and their own parents like helping in the family to parent the child.

435
01:26:51.480 --> 01:27:00.970
So their perception was mainly based on their performance, and a reflection on parenting their performance of parenting. So

436
01:27:01.060 --> 01:27:23.810
I don't know it's like, or whether they are caused by their gender and the working status, because the study is very limited by sample, but it has some. You know. It raised some good questions, maybe, that you know the gender and the working status will be important factors. What will we? Will inference, like parents, parental identity. But, interestingly.

437
01:27:23.810 --> 01:27:31.150
one parent, the working, no stay at home, mother. May. She actually had a both types of.

438
01:27:31.150 --> 01:27:54.790
you know, sexual parent identity, both like domain specific and also the dorming like neutral. She had a both, but she had, you know, predominantly, like a perceived her as a You like domain neutral like being striving, and after the full parent. So it seems to suggest that when the both types of parent identity, like cognition, appear the

439
01:27:54.790 --> 01:28:08.939
no, the domain neutral perception might be How do I say? Prestigious to the other type of penalty. That's interesting, like, you know, finding we had, and also thinking we had. But still we need more evidence in the future

440
01:28:09.400 --> 01:28:31.060
for your next question is about, the past of them experiences right? Whether they have any indications for only child that the status, like the magnitude number. So unfortunately, we haven't noticed that. And the 2 okay. So among all the 4 parents like they had

441
01:28:31.600 --> 01:28:35.910
one. huh! There's only one.

442
01:28:37.190 --> 01:28:44.679
No, she was asking about the pastor. Family experience is right? Yeah. So

443
01:28:44.840 --> 01:28:46.209
learning experiences.

444
01:28:46.330 --> 01:28:53.990
Yeah, only try. Yeah, I believe that was a question. Yeah. So there was like, let me think.

445
01:28:54.370 --> 01:29:17.149
only one parent who was the only child like in when she grew up. That was a stay at home. Mother May and all other parents. They had a siblings. And yeah, so based over, you know, other interviews. What are they provided about their past family experience? It seemed like they are one. Not thus

446
01:29:17.150 --> 01:29:38.259
experience with their own family member and their own parents was important source, but they are less important compared to other sources of parenting identity. So it means like a past experience can be. And you know maybe an important inference for their perception of parent identity. But it's not the dominant so far in the participants.

447
01:29:38.260 --> 01:29:47.450
and what we also found is like, it looks like these parents accepted a stay at home, mother. All the other 3 parents. They had a kind of negative.

448
01:29:47.450 --> 01:30:13.790
like feelings about their own experience, so at least, that they were kind of critical to the experience with their parents. So they were kind of trying to be better than their own parents. So that was what we we have found in the yeah in the data. So I'm sorry we we couldn't, you know, provide a more variable information about the the only child, you know, status where there is infrared in their perceptual parent identity.

449
01:30:14.570 --> 01:30:15.720
Thank you.

450
01:30:17.490 --> 01:30:31.880
Thank you. I just want to add a little bit more information that Genteel's narrative studies really time-consuming, but also well, was very well executed.

451
01:30:32.110 --> 01:30:36.899
She interviewed each parent 3 times

452
01:30:37.090 --> 01:30:59.919
erez agmoni. Yeah, kind one time, second time and third time, just to gain the perspective and and want to learn about the experience of their stories. So so that's All of that results that come from came from that very rich stories of each individual, each parent 101

453
01:31:00.160 --> 01:31:02.799
for questions. Yes, please.

454
01:31:05.650 --> 01:31:15.400
Hello, everyone. I'm moving from the Australian National University, and I have a question. Thank you for

455
01:31:16.050 --> 01:31:43.510
Dr. Chiang Wang. For your fascinating presentation, and I have a question for you. You mentioned in your results that Those fathers who have the high school diploma tend to have their children with the highest autonomy libel, and those those fathers who have even higher

456
01:31:43.510 --> 01:32:08.680
educational attainment. On the on the contrary, they may. Their children may have lower like a ton made libel, and you also suggested that parents with high school diploma Spent more time and energy in participating in daily education of children. I am very curious.

457
01:32:08.680 --> 01:32:24.169
Like why these havens? Especially why those feathers, or parents with higher educational attainment. they they don't spend more time of the

458
01:32:25.100 --> 01:32:39.909
They just don't have time to spend more time with their children. Are they not willing to, because they have something more interesting to do and could please like elaborate more about this.

459
01:32:40.270 --> 01:32:41.060
Thank you.

460
01:32:44.030 --> 01:32:45.860
Thank you very much for a question.

461
01:32:49.100 --> 01:32:49.940
Yeah.

462
01:32:50.500 --> 01:33:01.740
first, I like to say that this research, the background, the context. rural area and multi children families.

463
01:33:02.310 --> 01:33:12.980
So you cannot conclude that other fathers with high educational attainment, their children's autonomy.

464
01:33:13.110 --> 01:33:20.140
this is lower than the and like lower educational attainment

465
01:33:20.320 --> 01:33:21.900
fellow family.

466
01:33:23.170 --> 01:33:29.239
And secondly, I like to say that in fact, this research.

467
01:33:29.330 --> 01:33:32.589
The sample's quantity is not big enough.

468
01:33:33.040 --> 01:33:42.360
and maybe I like to. If it is easy. And I can show you there's a table shows that

469
01:33:43.220 --> 01:33:47.430
the questionnaire. Yeah, the question there?

470
01:33:48.630 --> 01:33:49.800
Not enough?

471
01:33:54.540 --> 01:33:55.410
No.

472
01:33:56.550 --> 01:34:00.440
in fact, it's it's really to my surprise.

473
01:34:01.510 --> 01:34:09.280
yes, to my surprise, that a lot of them, their education attention is so low.

474
01:34:10.570 --> 01:34:22.679
so in the rural area. If the parent and the father have a college degree. what way? Yes. what we investigated.

475
01:34:23.180 --> 01:34:31.170
then the father may be very busy. I have to say that maybe the sample is not so not big enough, but

476
01:34:31.340 --> 01:34:36.870
considering the contest, considering the background in the rural area.

477
01:34:37.440 --> 01:34:46.070
So maybe the the fathers which we investigated. They are too busy.

478
01:34:47.470 --> 01:34:50.070
And you can also see from the.

479
01:34:50.830 --> 01:34:54.510
You can also see from the populations. You see

480
01:34:54.620 --> 01:34:56.959
the registered population

481
01:34:59.250 --> 01:35:03.470
 More than 30,000, but

482
01:35:03.880 --> 01:35:06.040
but long-term residents only

483
01:35:06.060 --> 01:35:08.450
more than 25,000.

484
01:35:11.520 --> 01:35:13.150
All this is

485
01:35:13.730 --> 01:35:20.660
too small. Let me see that? how many? Well.

486
01:35:24.030 --> 01:35:27.330
so father's education?

487
01:35:28.580 --> 01:35:32.420
father's education, junior middle school.

488
01:35:32.560 --> 01:35:34.050
it's a

489
01:35:35.520 --> 01:35:39.830
66, 66%.

490
01:35:40.350 --> 01:35:41.300
Hi.

491
01:35:41.710 --> 01:35:46.869
high school is 22% college degree, only 11%.

492
01:35:47.860 --> 01:35:54.070
So most of them more than half a junior middle school or under.

493
01:35:55.550 --> 01:35:57.730
Yeah. So

494
01:35:59.780 --> 01:36:02.349
yeah, it's really to my surprised.

495
01:36:02.540 --> 01:36:06.950
So maybe maybe one is. The the sample is not big enough.

496
01:36:07.010 --> 01:36:16.809
And also, considering the rural area, maybe the fathers have college to degrade, they're too busy. Maybe they absent?

497
01:36:18.310 --> 01:36:19.370
Yeah.

498
01:36:20.360 --> 01:36:25.100
So I hope I answer the question. Thank you very much.

499
01:36:26.230 --> 01:36:27.320
Thank you.

500
01:36:28.950 --> 01:36:44.030
I wonder why your focus on the children. Age are free to sex. I know you are an expert of early childhood education. So look forward to your enlightenment. Why, you focus on this age group children.

501
01:36:48.160 --> 01:36:50.879
Yeah, yeah, it's it's one.

502
01:36:51.170 --> 01:37:01.919
One big reason is, I come from the early Childhood Education Department at a university. I always focus on the early childhood.

503
01:37:02.060 --> 01:37:03.230
Yeah.

504
01:37:05.720 --> 01:37:12.210
given mentally, there's, you know, 0 to 3. Which of 6 that's

505
01:37:12.300 --> 01:37:14.050
lifeforce respect?

506
01:37:17.970 --> 01:37:22.989
Yeah, it's very good question. And yeah, I think later, I should

507
01:37:23.140 --> 01:37:27.210
expand the the horizon.

508
01:37:30.850 --> 01:37:41.960
So from your point of view, the children's autonomy of age 3 to 6 is important for their later development in terms of life, course.

509
01:37:42.630 --> 01:37:47.519
But what do you think? Is it important? So we focus on this group?

510
01:37:48.280 --> 01:37:53.909
The why you study the early age? Yeah.

511
01:37:54.150 --> 01:38:02.689
yeah. Autonomy. It is really important. Yeah, I think there are some literature reveal

512
01:38:03.190 --> 01:38:08.809
shows that autonomy upon me very important to the later of life.

513
01:38:09.400 --> 01:38:10.270
Hmm.

514
01:38:11.310 --> 01:38:16.470
yeah. But anyway, this you really inspired me.

515
01:38:16.480 --> 01:38:19.950
Yeah, because I focus on 3 to 6 years old. I come from

516
01:38:20.240 --> 01:38:28.179
for the shelf. What? I, the cushion department. Well, so yeah, it it is important. Yeah. And so we

517
01:38:28.260 --> 01:38:33.239
in one aspect, we really believe that already

518
01:38:33.870 --> 01:38:46.339
period is vital to the people's later development. And the other reason is they do have some literature reveal research?

519
01:38:47.090 --> 01:38:50.950
reveals that it is very important.

520
01:38:51.730 --> 01:38:56.890
Yeah, later, I will expand the age horizon. Yeah.

521
01:38:57.170 --> 01:38:58.539
I would take this.

522
01:38:59.090 --> 01:39:17.019
Yeah, as you already have the data of this group of children, we will chase them for later years to see whether these children's autonomy of early age really determine their later development. If you trace the same group of children.

523
01:39:19.130 --> 01:39:23.390
Yeah, yeah, it's another very good suggestion.

524
01:39:23.650 --> 01:39:26.200
Yeah, yeah, I would consider about that. It is

525
01:39:26.410 --> 01:39:28.140
very interesting and will be.

526
01:39:29.300 --> 01:39:37.190
Thank you very much. Yeah. You really give me many other ideas. Thank you very much.

527
01:39:37.340 --> 01:39:40.119
You inspire me a lot.

528
01:39:43.370 --> 01:40:09.739
Yeah. I have a question for Dr. John about. You know the trajectory for children, I mean adult children to leak their home right? So I also listen to your presentation about another study on Hong Kong parents. So can you? Briefly, you know, give us some idea about what the differences in these 2 studies, what are implications we can make because one sample is on men and China. But the other is sound phone call.

529
01:40:09.740 --> 01:40:23.519
And I believe, like traditionally, these 2 cultures are very, very similar because we are not origin from the same culture, but later the social contest kind of changed. So I wonder whether the big social context or maybe economic context will have

530
01:40:23.570 --> 01:40:31.370
inference. any differences between the trajectories of living home in the new participants. Thank you.

531
01:40:31.710 --> 01:40:49.689
Thank you for the great question. So my earlier presentation is about the cores of maybe I'd say here, my earlier presentation is about the intergenerational coresidence of the young people with their parents in Hong Kong.

532
01:40:49.690 --> 01:41:14.610
and I focus on the group of young people, live with their parents and to see who are the head of the household who have the decision power over the household. But this work I focus on a young people who may or may not live parental home. So I think this to work are quite related to each other.

533
01:41:14.610 --> 01:41:27.250
because they are packed off by governments, and the project on the living arrangement of the young adults, and I think I can provide more context. Why, I'm interested in this topic.

534
01:41:27.250 --> 01:41:50.809
in the Chinese societies. Because, in fact, I'm interested in youth studies. And later on. I've noticed that young people experience high education, expansion, encounter difficulties in the labour market in school to work transition, and then I want to move on to see how all this relates to the other domain of your transition.

535
01:41:50.810 --> 01:42:08.929
and I noticed that there is a rising trend knowing in a Western society, but also in Chinese society that more and more young people live with their parents. This is a rising trend, particularly in Hong Kong for the young young adult.

536
01:42:09.000 --> 01:42:37.819
Before age 25, over 90% of them div with their parents even later on, before age 40, over 50% of them live with their parents, and the percentage is relatively lower. In mainland. China, I think, relates to the urban rural migration, but still in a urban area the urban young people are very likely to live with their parents, so this inspired me to

537
01:42:37.820 --> 01:42:56.240
Examine the living arrangement of the young people, and look at their transition to independent living, whether they are able to live independently, and how this relates to their other domain of youth. Transition relates to their experience in the labor market and also in marriage

538
01:42:56.240 --> 01:43:03.509
child wearing. So these are some contexts of my government from the project, and

539
01:43:03.510 --> 01:43:13.660
in terms of similarity. As I mentioned, they are both in both societies. A high percentage of young people live with their parents.

540
01:43:13.660 --> 01:43:36.690
but in terms of some definition. differences. In fact, I don't have the longitudinal data about Hong Kong Society given the data limitation in Hong Kong. I've been collecting my own data. I committed a company to do the conductor survey with young people in Hong Kong. The data collection is in progress. Maybe I can

541
01:43:36.690 --> 01:43:56.299
have more information on the home living trajectory of the young people in Hong Kong. But in China I think this is a very important topic, and also provide some insights in particular, for the young people who live with their parents after marriage.

542
01:43:56.350 --> 01:44:23.159
Previously we will have the idea that independent living is a signal or a a remarkable stage of a transition to an adult become independent. And so we think, oh, if the young people get married, it seems a signal for being all our adult. But now we notice that the after marriage over 20% of the young people live with their

543
01:44:23.340 --> 01:44:37.369
parents or parents in law. So I think this is a a new trend, it seems, back to the traditional or age, because our age, we also noticed, given the

544
01:44:37.370 --> 01:44:56.209
traditional cultural norms of philipality is quite common in terms of intergenerational co residence. But in 1990 S. And around 2,000, and there is an increasing trend of living along and different independently from their parents. Now it seems a tram back.

545
01:44:56.309 --> 01:45:25.559
We're given the difficulties of the young people encountered in the labor market, and also the the the micro-level economic development, some of the social world and one of the young people. So I think this is a very important and interesting phenomenon in terms of our youth development and also family studies. Thank you for the great questions giving me the opportunity to talk much about my work. Thank you.

546
01:45:26.020 --> 01:45:34.369
Thank you so much, Dr. Tian, and also for the questions I we probably less than we have but

547
01:45:34.469 --> 01:46:02.140
5 min. So I'm gonna just to make a have share 2 observations, and then leave a question for all the audience to to Think about. We don't have to have an answer. Number one, all 5 wonderful presentations. And and also you know, we meant further presentation. Boss 6

548
01:46:02.209 --> 01:46:05.320
have touched on culture.

549
01:46:05.480 --> 01:46:26.950
for example, at like a economy, study autonomy, and leaving homes and you know all that in a conformity to parents, in the self constable, all these constructs is really

550
01:46:27.620 --> 01:46:33.129
influenced or originated really in culture, deeply in culture.

551
01:46:34.860 --> 01:46:56.890
a comedy itself. I'm really glad that Dr. Wong defines a autonomy with 3 dimensions. It's a multiple dimension. It's not a one dimension, self-control, self. assertion and a self reliance. So it's really, really multiple dimension. Because.

552
01:46:56.959 --> 01:47:02.530
you know, economy is a really view as

553
01:47:02.590 --> 01:47:14.849
one of the adolescents. Development outcome, desirable outcome indicators, right autonomy, however, in

554
01:47:15.350 --> 01:47:17.170
cultures

555
01:47:17.260 --> 01:47:28.700
such as China, Hong Kong. In many other countries like Mexico, you know grades, many cultures.

556
01:47:28.990 --> 01:47:30.940
autonomy.

557
01:47:31.379 --> 01:47:39.290
It's defined as what we see in in the non.

558
01:47:40.350 --> 01:47:46.219
in the Western culture or many high-income cultures.

559
01:47:46.260 --> 01:47:52.059
whether that is the the desirable outcome for adolescents.

560
01:47:52.240 --> 01:47:57.959
in non-western societies.

561
01:47:58.150 --> 01:48:02.870
So think about that. So when we study.

562
01:48:02.889 --> 01:48:21.049
you know how the environment, how the macro level influences and macro and micro level influences of adolescence, development, and such as autonomy. What will be that desirable outcome?

563
01:48:21.390 --> 01:48:29.600
Whether that's the same exactly the same as as a researcher how we theorize it.

564
01:48:29.710 --> 01:48:36.859
Now, we are using the theory developed

565
01:48:36.870 --> 01:48:50.320
by the, you know, in studying the sample of a Western cultures, Western societies, whether that will be really that theory. I'm sorry.

566
01:48:50.970 --> 01:48:52.120
Silence date.

567
01:48:52.400 --> 01:48:57.200
I don't know what it is. but silence is sorry. That's my my fault.

568
01:48:58.550 --> 01:49:11.390
Modern technology. It's a great presence everywhere. Sometimes it's a headache. Yeah. So I just leave it that as a question.

569
01:49:11.410 --> 01:49:21.180
not really so, would there be some other theories that can be developed to

570
01:49:21.360 --> 01:49:33.299
describe and explain this development. So that's just one of my observation question is a very much

571
01:49:33.820 --> 01:49:43.920
intertwined with all the human ecological influences at different layers. That's a one another is.

572
01:49:44.290 --> 01:49:46.779
according to

573
01:49:46.870 --> 01:49:52.580
modernization, theory, in social, in, in sociology.

574
01:49:53.080 --> 01:49:59.549
more organized and the more industrialized the societies are.

575
01:49:59.640 --> 01:50:00.840
and

576
01:50:01.190 --> 01:50:06.920
the families becomes smaller become nuclear.

577
01:50:07.140 --> 01:50:09.399
That doesn't seem to be

578
01:50:09.880 --> 01:50:21.699
what the findings present here at the secession, whether that's a bummer. Right? Fact, whether that's you know, there are other.

579
01:50:22.390 --> 01:50:23.540
There's

580
01:50:23.570 --> 01:50:33.649
sorry. Yeah, there's other, you know. cultures in the study also indicated that as well.

581
01:50:33.680 --> 01:50:36.869
And that's another thing.

582
01:50:36.990 --> 01:50:39.250
You know. Well.

583
01:50:39.770 --> 01:50:43.840
whether the chime needs. Society's development

584
01:50:44.030 --> 01:50:51.590
has followed exactly or can be explained by the modernization theories.

585
01:50:51.700 --> 01:51:14.600
Yeah. So I just want to leave it as a question. So as a young scholars and young researchers, and including myself, young researchers. And we can think about this. We can, you know. Sometimes I think sociology is also colonialized by in a way, to some extent. So I would just

586
01:51:14.750 --> 01:51:20.560
read the question so that we can really bring that global perspective

587
01:51:20.570 --> 01:51:32.760
and a cultural perspective cultural perspective, not only represented by our appearance, by our numbers, but you know, but also by our way of

588
01:51:33.050 --> 01:51:40.120
conducting research, conceptualize research and doing more research. That's

589
01:51:40.320 --> 01:51:58.889
the way that I think we end up in a wrap up at today's presentation. Thank you so much for your presentation. Thank you so much for being here and staying in the last session, and I really appreciate everybody's contribution to

590
01:51:59.500 --> 01:52:00.360
bye.

591
01:52:05.590 --> 01:52:16.619
So with that, we, in the end of our Lasagna activity of this conference so far with a great conference and a very enjoyable

592
01:52:16.710 --> 01:52:19.540
 my.

593
01:52:19.700 --> 01:52:22.880
so may we. can I ask

594
01:52:23.940 --> 01:52:27.000
everyone to come over? We have a picture taken. Yeah, yes, of course everybody