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<p>This study, grounded in the Conservation of Resources (COR) theory, examines how cumulative childhood family poverty contributes to time poverty among Chinese university students and how these disadvantages jointly affect developmental outcomes. Using data from 2,996 university students (55.27% female students; mean age = 18.42, SD = 0.97), we applied a cumulative risk model with five indicators of childhood poverty and conducted structural equation modeling. Results showed that greater childhood poverty risk was associated with higher time poverty, with parentification, but not part-time employment, serving as a key mediator. Both childhood poverty and time poverty were associated with poorer career clarity, unhealthy diets, and lower self-rated health; time poverty also predicted less frequent exercise. Gender-stratified models revealed that female students faced stronger links between childhood poverty and part-time work, and a sharper decline in physical activity under time pressure. These findings extend COR theory by identifying time poverty as a critical pathway of resource loss. Interventions such as flexible on-campus jobs, support for caregiving burdens, and attention to time equity in education policy may help mitigate intergenerational disadvantage, especially among female students.</p>

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Parentification as a Bridge Between Childhood Family Poverty and Time Poverty Among Chinese University Students: A Conservation of Resources Perspective

  • 期刊论文

  • 发表日期：

    2026年1月30日

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  • Runjia Zhang,
  • Zheng Zhang,
  • Ao Liu,
  • Yangxinyu Yan,
  • Chuantao Zhou,
  • Xintian Hong,
  • Yizhang Xia,
  • Zhaoyang Xie,
  • Yuanyuan Wang

摘要

This study, grounded in the Conservation of Resources (COR) theory, examines how cumulative childhood family poverty contributes to time poverty among Chinese university students and how these disadvantages jointly affect developmental outcomes. Using data from 2,996 university students (55.27% female students; mean age = 18.42, SD = 0.97), we applied a cumulative risk model with five indicators of childhood poverty and conducted structural equation modeling. Results showed that greater childhood poverty risk was associated with higher time poverty, with parentification, but not part-time employment, serving as a key mediator. Both childhood poverty and time poverty were associated with poorer career clarity, unhealthy diets, and lower self-rated health; time poverty also predicted less frequent exercise. Gender-stratified models revealed that female students faced stronger links between childhood poverty and part-time work, and a sharper decline in physical activity under time pressure. These findings extend COR theory by identifying time poverty as a critical pathway of resource loss. Interventions such as flexible on-campus jobs, support for caregiving burdens, and attention to time equity in education policy may help mitigate intergenerational disadvantage, especially among female students.