ArticlePloS one2017
The role of parental education in child disability in China from 1987 to 2006.
Article in PloS one, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Co-occurrence and associated factors of developmental delay, functional disability, and undernutrition in early childhood: evidence from 15 population-based surveys in sub-Saharan African countries.EClinicalMedicine · 2025Article
- Functional difficulty among young children in Bangladesh: An analysis of nationally representative data.PloS one · 2024Review
- Childhood disability and its associated perinatal characteristics in Bao'an district of Shenzhen, China.BMC public health · 2020Article
- Article
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This paper aimed to investigate the role of parental education in child disability in China. We used nationally representative data from China's National Sample Survey on Disability, iterated twice, in 1987 and 2006, with data of 764,718 children aged 0-14 years. Logit models were used for statistical analysis. Results showed that the prevalence of child disability was significantly associated with each parent's education. Maternal education was more important than paternal education in child disability in both surveys. The analysis of marginal effect indicated a one-year increase in maternal and paternal schooling led to an average decrease of 0.121% and 0.091% in the probability of child disability in 1987, and 19 years later, these figures had dwindled to 0.091% and 0.072%, respectively.
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