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)
Source
Abstract
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.
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