Teacher-child relationships, self-concept, resilience, and social withdrawal among Chinese left-behind children: A moderated mediation model

Published on Oct 1, 2021in Children and Youth Services Review2.393
· DOI :10.1016/J.CHILDYOUTH.2021.106182
Ning Yang6
Estimated H-index: 6
(SCNU: South China Normal University),
Yanan Qi (PRC: China Medical University (PRC))+ 2 AuthorsYonggang Ren4
Estimated H-index: 4
(NIE: National Institute of Education)
Abstract null null This study aims to examine the mediating and moderating roles of self-concept and resilience in the relationship between teacher-child relationships and social withdrawal with a sample of 380 Chinese left-behind children in a rural region in Guangdong Province, China. They were measured by using Children's Social Behavioral Scale-Teacher Form, Devereux Early Childhood Assessment for Preschool (DECA-P2), Children’s Self-Concept Scale, and Student-Teacher Relationship Scale (STRS). The results indicated that: (1) Teacher-child relationships, resilience and self-concept are all negatively correlated to social withdrawal; (2) resilience plays a mediating role between the teacher-child relationships and social withdrawal; (3) self-concept moderates the effect of teacher-child relationships on resilience. This study would enhance the early childhood teachers’ understanding of the key factors that affect children’s social behaviours, and thus implement appropriate strategies for supporting left-behind children. It confirms the significant role of teachers in left-behind children’s development, which has implications for policymakers to prioritize teachers’ quality and training in rural preschools.
#1Ling Li (SWU: Southwest University)H-Index: 24
#2Xu Chen (SWU: Southwest University)H-Index: 2
Last. Hui Li (Macquarie University)H-Index: 20
view all 4 authors...
Abstract This study aims to investigate the long-term effects of attending preschool on Chinese reading literacy in the ethnic minority Zhuang adolescents. Altogether 457 Zhuang students (Nfemale = 250, Mage = 13.81, SD = 0.86) were randomly sampled, surveyed, and tested with the PISA Reading Literacy (Chinese). The OLS, PSM, and regression analyses results jointly indicated that: (1) Chinese reading literacy varied over different levels of extracurricular reading, parental educational expectati...
#1Lian Tong (Fudan University)H-Index: 3
#2Qiong Yan (Fudan University)H-Index: 1
Last. Ichiro Kawachi (Harvard University)H-Index: 174
view all 3 authors...
: There are 69.7 million left-behind children (LBC) in China. Using nationally representative monitoring data for migrant workers aged 15 to 59 years in China, this study sought to estimate the prevalence of LBC in each province, and to examine risk factors being left behind at both the individual and provincial level. Data on a total of 117,573 children less than 18 years of age were included in the multilevel analysis. At individual and family level, children's gender, age, family income, migr...
In China, there are an estimated 41 million left-behind children (LBC). The objective of this study was to examine the mental health of current-left-behind children (current-LBC) and previous-left-behind children (previous-LBC) as compared to never-left-behind children (never-LBC), while considering factors like parent-child communication. Children were recruited from schools in rural areas of Anhui province in eastern China. Participants completed a questionnaire focusing on migration status, m...
#1Staci M. Zolkoski (UT Tyler: University of Texas at Tyler)H-Index: 6
AbstractStudents with emotional and behavioral disorders (EBD) are at greater risk for academic failure and negative postschool outcomes when compared to other disability categories. It is important to learn how to promote protective factors for students with EBD to foster resilience. The purpose of the study was to examine the impact teachers have on students with EBD and how teachers can be a protective factor to promote resilience. To gain a deeper understanding of the influence teachers have...
#1Lanyan Ding (Centre for Mental Health)H-Index: 4
#2Lok Wa Yuen (NU: University of Nebraska–Lincoln)H-Index: 1
Last. Ian M. Newman (NU: University of Nebraska–Lincoln)H-Index: 17
view all 4 authors...
BACKGROUND: In China, there are approximately 70 million children, nearly 25% of the child population, who are left behind in the care of other family members when their parents migrate to urban areas, for increased economic opportunities. This paper presents a systematic review and a meta-analysis of studies that have examined the phenomenon of depression among these left-behind children (LBC). METHODS: Six hundred three papers published between 2000 and 2017 were retrieved from five databases ...
#1Kelsey T. Laird (Semel Institute for Neuroscience and Human Behavior)H-Index: 13
#2Beatrix Krause (Semel Institute for Neuroscience and Human Behavior)H-Index: 10
Last. Helen Lavretsky (Semel Institute for Neuroscience and Human Behavior)H-Index: 51
view all 4 authors...
In contrast to traditional perspectives of resilience as a stable, trait-like characteristic, resilience is now recognized as a multidimentional, dynamic capacity influenced by life-long interactions between internal and environmental resources. We review psychosocial and neurobiological factors associated with resilience to late-life depression (LLD). Recent research has identified both psychosocial characteristics associated with elevated LLD risk (e.g., insecure attachment, neuroticism) and p...
#10Andrew M. McIntosh (Edin.: University of Edinburgh)H-Index: 102
Depression has well-established influences from genetic and environmental risk factors. This has led to the diathesis-stress theory, which assumes a multiplicative gene-by-environment interaction (GxE) effect on risk. Recently, Colodro-Conde et al. empirically tested this theory, using the polygenic risk score for major depressive disorder (PRS, genes) and stressful life events (SLE, environment) effects on depressive symptoms, identifying significant GxE effects with an additive contribution to...
#1Jinjin Lu (China University of Geosciences (Wuhan))H-Index: 3
Confucianism has had a profound influence on Chinese learners’ academic achievements, moral education and education for citizenship. It is often suggested that the influence of Confucianism leads to educational success. Situating the Confucian ideology in a Western educational setting in so far as how those involved in teaching and learning according to Chinese Confucian-based education. This paper is based on a BBC documentary that leads me to reflect on Chinese education. The documentary sough...
In China, the subjective discourses of left-behind children are neglected. This article uses a qualitative method to analyze the experiences of rural children left behind by their migrant parents in Sichuan Province of China within a child rights framework. The findings concerning the experiences of rural left-behind children reveal a failure to safeguard children's rights in three areas: rights to provision, protection and participation. This failure to protect children's rights is likely to ha...
#1Junhua ZhangH-Index: 8
#2Lixia Yan (Soochow University (Suzhou))H-Index: 3
Last. Binrong DaiH-Index: 1
view all 4 authors...
Existing literature shows several discrepancies between left-behind children (LBC) and non-left-behind children (NLBC) in social adaptation. The role of gender among LBC was widely investigated, reporting different perspectives. Therefore, the aim of this meta-analysis is to examine these inconsistencies and to investigate how these factors affect social adaptation in a Chinese sample.
Cited By0
This website uses cookies.
We use cookies to improve your online experience. By continuing to use our website we assume you agree to the placement of these cookies.
To learn more, you can find in our Privacy Policy.