{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,17]],"date-time":"2026-01-17T01:10:39Z","timestamp":1768612239653,"version":"3.49.0"},"reference-count":94,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2026,1,16]],"date-time":"2026-01-16T00:00:00Z","timestamp":1768521600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Youth Project of the National Social Science Fund of China","award":["23CMZ020"],"award-info":[{"award-number":["23CMZ020"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J. Intell."],"abstract":"<jats:p>This study leverages longitudinal data from the China Family Panel Studies (CFPS, 2012\u20132020) to examine the association between teacher support and cognitive ability among children aged 10\u201316 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\u2019 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\u2019s cognitive development, which in turn may help reduce educational inequality in under-resourced areas.<\/jats:p>","DOI":"10.3390\/jintelligence14010015","type":"journal-article","created":{"date-parts":[[2026,1,16]],"date-time":"2026-01-16T14:46:33Z","timestamp":1768574793000},"page":"15","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Enhancing Rural Children\u2019s Cognitive Abilities Through Teacher Support: Quasi-Experimental Evidence from Longitudinal Data in China"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6035-878X","authenticated-orcid":false,"given":"Xinxin","family":"Hao","sequence":"first","affiliation":[{"name":"Institute for Advanced Study in Humanities and Social Sciences, Chengdu University, Chengdu 610106, China"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jingxuan","family":"Lou","sequence":"additional","affiliation":[{"name":"School of Public Administration, Sichuan University, Chengdu 610065, China"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8376-6658","authenticated-orcid":false,"given":"Mengyun","family":"Jin","sequence":"additional","affiliation":[{"name":"School of Public Administration, Sichuan University, Chengdu 610065, China"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8666-9087","authenticated-orcid":false,"given":"Yihao","family":"Tian","sequence":"additional","affiliation":[{"name":"School of Public Administration, Sichuan University, Chengdu 610065, China"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2026,1,16]]},"reference":[{"key":"ref_1","unstructured":"Angrist, J. 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