ArticleJournal of Intelligence2026
Enhancing Rural Children's Cognitive Abilities Through Teacher Support: Quasi-Experimental Evidence from Longitudinal Data in China.
Article in Journal of Intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
This study leverages longitudinal data from the China Family Panel Studies (CFPS, 2012-2020) to examine the association between teacher support and cognitive ability among children aged 10-16 living in economically disadvantaged rural areas of China. Employing a difference-in-differences (DID) framework, we found that exposure to the Rural Teacher Support Program (RTSP) is associated with an improvement of about 0.19 standard deviations in students' cognitive abilities after accounting for individual-, family-, and county-level characteristics. Two key mechanisms appear to underlie this association, reflected in increased teacher quantity and enhanced student satisfaction with teachers. Heterogeneity analyses further show that these benefits are more pronounced among female students and those from low-income households, suggesting that teacher-centered institutional improvements may help mitigate developmental disparities. Overall, the longitudinal results indicate that better teacher-related environments are likely to support children's cognitive development, which in turn may help reduce educational inequality in under-resourced areas.
Indexed as
Identifiers
What Socratic holds
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 Socratic graph.