# Does Urban Dialect Ability of Migrant Children Significantly Affect Academic Performance? Analysis of Mediating Effects Based on School Integration

## TL;DR

This study explores how migrant children's ability to speak the urban dialect affects their academic performance, with school integration acting as a mediator.

## Contribution

The study identifies specific mediating effects of school integration dimensions on the dialect-academic performance link in migrant children.

## Key findings

- Urban dialect ability significantly positively impacts migrant children's academic performance.
- School integration dimensions mediate the relationship between dialect ability and academic performance.
- Findings support policies to enhance school integration for migrant children's academic success.

## Abstract

This study examined the relationship between the urban dialect ability and academic performance of migrant children, as well as the role of school integration between the two. This study collected data from 1687 migrant children aged 5–15 from 28 county-level units (counties, districts, cities) in China, sourced from the 2010 China Education Panel Survey (CEPS). The research results indicate the following: (1) the urban dialect ability of migrant children has a significant positive impact on their academic performance. (2) School identification, peer–peer engagement, and peer acceptance, as the three dimensions of school integration, play a mediating role between the urban dialect ability and academic performance of migrant children. Overall, this study provides theoretical support and policy recommendations for promoting school integration and academic performance development for migrant children.