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Using a sequential mixed approach of Delphi-Propensity Score Matching with data from 6,298 students in 2012, it shows that socio-emotional support raises educational aspiration. The effect gradually fades without follow-up services, while aspiration outperforms more traditional drivers such as wealth and academic performance. Mechanisms may involve students copying trusted providers’ study tracks.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-socio-emotional-support-affects-post-compulsory-education-decisions-in-rural-china-policy-implications/599825/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-socio-emotional-support-affects-post-compulsory-education-decisions-in-rural-china-policy-implications/599825.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What education outcomes does the study focus on in rural China?","Question",{"text":112,"@type":113},"It focuses on four post-compulsory education decisions: dropout, working immediately, furthering education in academic high schools, and furthering education in vocational high schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is socio-emotional support measured to assess its impact?",{"text":117,"@type":113},"The study models the effect of an NGO’s socio-emotional support using a sequential mixed design combining Delphi and Propensity Score Matching.",{"name":119,"@type":110,"acceptedAnswer":120},"What main finding emerges about educational aspiration?",{"text":121,"@type":113},"Socio-emotional support boosts educational aspiration, and aspiration proves more influential than wealth and academic performance in shaping decisions.",{"name":123,"@type":110,"acceptedAnswer":124},"Why might the impact of socio-emotional support weaken over time?",{"text":125,"@type":113},"The analysis indicates the effect fades gradually when there is no follow-up service, suggesting continuity matters for sustained influence.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},599825,1792231141,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","How Socio-Emotional Support Affects Post-Compulsory Education Decisions in Rural China  \nHaogen Yao  \nUNICEF Middle East and North Africa  \nThis study develops a sequential mixed model of Delphi-Propensity Score Matching to discuss how an NGO’s socio-emotional support affects the decisions of dropout, work, and two types of upper secondary schooling in rural China. Data were collected from 6,298 students in 2012 after a subgroup of them were treated.  \nThe analysis shows that socio-emotional support affects education decisions by boosting educational aspiration, though the impact fades gradually if there is nofollow-up service. It also confirms that educational aspiration beats more traditional or intuitive factors like wealth and academic performance in the decision process. Further data exploration points out that such an impact may result from the students’ attempts at copying the tracks of service providers, who are mostly college or graduate students, once trust has been built.  \nIntroduction  \nSince 2008, both statistics and literature have suggested that traditional policy incentives are lacking momentum in influencing education in rural China. People have started to look at socio-emotional supports, such as the promotion of self-discipline and positive emotions. However, existing literature provides very limited information on the topic. Given this context, this study applies a sequential method of Delphi-Propensity Score Matching to identify how socio-emotional support conducted by a non-governmental organization affects education decisions in rural China.  \nThe study makes three major contributions to the existing literature. It tests a socioemotional intervention, while previous literature about China only tests the impact of socio-emotional status. It also suggests the value of, or at least the required improvement towards, China’s educational grassroots nongovernmental organizations (GNGOs), which are young and remain confined by regulations. Finally, it is a showcase of how to use qualitative-quantitative sequential design to enable an exploratory analysis.  \nThis paper firstly explains the context and the research problem with an introduction of the treatment. It then briefly reviews literature connecting socio-emotional support and rural education decisions in Section Two, followed by the introduction of methodology and data in Sections Three and Four. Section Five presents the empirical findings, and Section Six explores the causal mechanism. The paper concludes with a summary of key findings and corresponding policy implications.  \nContext and Statement of the Problem  \nIn 2014, China had 138 million students enrolled in its nine-year compulsory education system, with nearly half living in rural regions.1 Most of these students need to make decisions based on four alternatives when approaching the end of their compulsory schooling. These can be called “post-compulsory education decisions”(PCEDs) .  \nThey are:  \nA. Drop out before compulsory schooling is finished (Dropout);  \nB. Work right after finishing compulsory education (Work);  \nC. Further their education in academic high schools (AHS);  \nD. Further their education in vocational high schools (VHS) .  \nThanks to strong policies that lower the economic burdens of further education, the proportion of children choosing AHS or VHS has grown for many years. Figure 1 shows that the PCED distribution changed at an accelerated rate from 2006 to 2008 as an increasing percentage of students chose high schools. Two major catalysts of this include the 2005 policy of the Promotion of Vocational Education, which subsidizes VHS attendance (China, The State Council, 2005), and the 2006 Amendment of Compulsory Education Law, which made compulsory education free of tuition and fees (China, The Standing Committee of the National People's Congress, 2006) . Both policies place emphasis on the rural population.  \nHowever, the change stagnated and somewhat reversed after 2008,","cbCaifhGCTCtvVrP","https://ap.wps.com/l/cbCaifhGCTCtvVrP","pdf",1023547,31,"English","# Introduction\n## Context and Statement of the Problem\n## Post-Compulsory Education Decisions (PCEDs)\n## Policies and Observed Trend Shifts\n## Rationale for Socio-Emotional Support","[{\"question\":\"What education outcomes does the study focus on in rural China?\",\"answer\":\"It focuses on four post-compulsory education decisions: dropout, working immediately, furthering education in academic high schools, and furthering education in vocational high schools.\"},{\"question\":\"How is socio-emotional support measured to assess its impact?\",\"answer\":\"The study models the effect of an NGO’s socio-emotional support using a sequential mixed design combining Delphi and Propensity Score Matching.\"},{\"question\":\"What main finding emerges about educational aspiration?\",\"answer\":\"Socio-emotional support boosts educational aspiration, and aspiration proves more influential than wealth and academic performance in shaping decisions.\"},{\"question\":\"Why might the impact of socio-emotional support weaken over time?\",\"answer\":\"The analysis indicates the effect fades gradually when there is no follow-up service, suggesting continuity matters for sustained influence.\"}]","How Socio-Emotional Support Affects Post-Compulsory Education Decisions in Rural China - Policy Implications | PDF",1792089513,78]