ArticleChildren (Basel, Switzerland)2022
Differences in Cognitive and Non-Cognitive Results between Only-Child and Non-Only-Child Children: Analysis of Propensity Scores Based on Large-Scale Assessment.
Article in Children (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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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
6 citing papers in PubMed, 9 citations in OpenAlex.
- The impact of only-child status on adolescent mental health: a multi-center cross-sectional study using propensity score matching in Western China.BMC public health · 2025Article
- How growing up without siblings affects the adult brain and behaviour in the CHIMGEN cohort.Nature human behaviour · 2025Article
- The relationship between interpersonal security and social media dependence: a moderated mediation model.Frontiers in psychiatry · 2025Article
- Approaches to Learning of Preschool Children in China: A Comparison between Only Children and Non-Only Children.Behavioral sciences (Basel, Switzerland) · 2023Article
- Nutrition literacy differs based on demographics among University students in Bengbu, China.Frontiers in public health · 2023Article
- Explaining the Lived Experiences of Children in Single-child Families: A Qualitative Study.Iranian journal of nursing and midwifery researchArticle
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 1 country.
Funding
Abstract
Based on the data of 3561 fifth-grade and 4062 eighth-grade students from the Beijing Assessment of Educational Quality in China, the present study used a propensity-value matching model to scientifically analyze only-child and non-only-child children in primary and secondary schools. Female differences in cognitive outcomes (linguistic performance) and non-cognitive outcomes (teacher-student relationships, peer relationships, and emotional management) were also evaluated. The results of the study were as follows. First, fifth-grade only-child students had a higher linguistic performance compared to that of their non-only-child counterparts, and the same result was found for eighth-grade students. Second, fifth- and eighth-grade only-child students had good teacher-student relationships that were not significantly different from those of their non-only-child counterparts. Third-, fifth-, and eighth-grade only-child students had significantly better peer relationships and emotional management compared to these parameters in their non-only-child counterparts.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.