What Influences the Self-Educational Expectations of China’s Migrant Children in the Post-Pandemic Era

The coronavirus pandemic is forcing societal changes, even along the trajectories of international tourism, educational development, and training systems. Existing research has demonstrated that scholastic attainment, parental expectations, school type have significant impacts on self-educational expectations migrant children. Nevertheless, there still insufficient differences in subject grades, when it comes to choices regarding specific learning phases, impact types phases. Taking “self-educational = high degree below” as control group, we selected data children grade nine from China Education Panel Survey (CEPS) employed multinomial logistic regression (MLR) investigate factors affecting China’s results showed standardized scores Chinese math only a positive their for either doctoral or master’s bachelor’s degree, respectively. Parental will greatly facilitate these are generally consistent with choice children’s expectations. School plays part attain degree. can help us understand parents children; guide positively view emotions, development goals; schools fairly allocate high-quality resources promoting integration students different backgrounds.