How does Education Influence Values of Chinese in recent years?

This interactive graph below demostrates how do people in China with different education level value differently towards multiple factors(family, friends, work, leisure time, politics and religion) in their lives from 1995 to 2014 with a keep growing total GDP in this country.


Select Period of Years:

  • Y: Percentage of People who Think "X" is Important in Their Lives
  • X: Highest Education Attained
    • 1 = No formal education
    • 2 = Complete primary school
    • 3 = Complete secondary school: technical/ vocational type
    • 4 = Complete secondary school: university-preparatory type
    • 5 = University level education, with degree
  • Line thickness: Total GDP (PPP$, inflation-adjusted)

Analytic Trail 1


Data processing

Process the data from WVS, get the data of different "Highest Educations Attained" and the data of how are different values important in life for Chinese in the year period of 2010-2014. Show percentages of column exluding DK/NA.

(use "family" as an example)

Visual mapping

Use WVS online analysis tool to illustrate histograms for each of the values.

(use "family" as an example)

Insights

1. Chinese values family and friends very much no matter what education he/she attained.

2. The higher education one attained, the more he/she will think work, leisure time and politics are important.

3. The lower education one attained, the more he/she will think religion is important.



Limitations of WVS online visualization tools

1. Cannot view data of different values in one graph.

2. Cannot compare the data within different years in one graph.

3. The axis is not updated dynamically based on the data in the histogram graph.


Analytic Trail 2


Data processing

Get the data of different "Highest Educations Attained" and the data of how are different values important in life for Chinese in the year period from 1995 to 2014. Sum up the percentages of “Very important” and “Rather important” for one kind of value within one education level. The result is shown below.

(use 2010-2014 as an example)

Take the data of Total GDP (PPP$, inflation-adjusted) for China from Gapminder . Calculate the average number of the periods 1995-1999, 2000-2004, 2005-2009, 2010-2014.


Visual mapping and visual structure

Map the data into lines with markers on a 2D graph with different colors indicating different values.

(use 2010-2014 as an example)

Map the average GDP into the width of the lines.

The data of different year periods if showed by selecting the dropdown menu.


View transformations

Use a D3.js example as the model to show the animated transition of data within two year periods, which is shown at the beginning of this page.


Insights

1. With time advancing and total GDP growing, people show a decreased focus on politics.

2. With time advancing and total GDP growing, people show increased focuses on leisure time and friends.

3. Chinese people care about families and friends very much all the time regardless their education levels.

4. Chinese people care relatively less about religion all the time regardless their education levels.

5. Chinese people have a more and more balanced view towards work and leisure time.



This is the Project 2 for Information Visualization 2016 at KTH Royal Institute of Technology.

The aim of the project is to try to visualize the world through its own worldview with data from World Value Survey and Gapminder by using D3.js.

Project Code can be found here: github.com/yangzhihao519/ivis-project2

By Zhihao Yang: yangzhihao.info