Left-behind Children In Rural China Research Articles

The Well-Being of Left-Behind Children in Rural Sichuan, China

Chinese scholars focused on the status of children's subjective well-being. However, one significant gap is the need to measure comprehensive child well-being in China's backward economic rural areas. The study adopted a multidimensional child well-being approach and child-centred perspective to measure rural left-behind children's material, physical, educational, psychological, and social well-being and present the multidimensional well-being of left-behind children in rural China. The study adopted a quantitative approach, and the survey method was the preferred approach for this study. A multistage random sampling technique was used to choose the geographical location of the study, study area, and children as survey respondents. Four hundred eighty left-behind children aged 10 to 16 in Sichuan province, China, were selected for the study. The selected left-behind children experienced a high level of well-being domains, except for moderate educational well-being. However, pocket money, physical exercise, academic achievement, child welfare for education, social services, coping strategies, and activity engagement were the core targets to promote the left-behind children's well-being through improving social expenditure on children, empowering the child welfare system, and providing sufficient social services in school in China.

Parental Migration and Fear of Crime Among Left-Behind Children in Rural China

Utilizing a probability sample of 1,985 middle school students from Guizhou Province, China, this study aims to explore the association between different patterns of parental migration and fear of crime among adolescents in rural China. Nested OLS regression analyses revealed that compared to adolescents who live with both parents, adolescents experiencing dual-parent migration reported a heightened fear of crime. However, adolescents with only their mother or father migrating did not exhibit any difference in fear of crime compared to those who lived with their parents. Being female, younger, having experienced crime victimization, perceiving greater family economic pressure, and perceiving greater neighborhood disorder and weaker collective efficacy also elevated crime fear. Findings from this study highlight the acute vulnerability of adolescents experiencing dual-parent migration and urge more targeted social support for this group.

Trajectories of peer victimization among left-behind children in rural China: The role of positive school climate.

Left-behind children are likely to experience peer victimization, which can have detrimental consequences in their developmental outcomes. Yet, limited longitudinal research have examined peer victimization trajectories over time or the factors associated with left-behind children in China. The purpose of the present study was to examine what, if any, distinct trajectories of peer victimization exist among left-behind children and whether these trajectories are related to school climate, left-behind status, and their interactions. Participants were 853 Chinese left-behind children (Mage = 14.25, SD = 2.39; 43.4% girls) who participated in a four-wave longitudinal study conducted in rural China. Participants reported school climate (indexed by safety and order, acceptance and support, equality and fairness, autonomy and cooperation) at T1 and peer victimization across T1 to T4 spanning 2 years. Latent class growth analyses identified four peer victimization trajectories, including a stably low-decreasing group, a moderate-decreasing group, a high-decreasing group, and an increasing group. Multinomial logistic regression analyses revealed that children who perceived more positive school climate were more likely to exhibit a stably low-decreasing trajectory compared to the other three groups. In addition, among left-behind children who perceived more positive school climate, children with single-parent migrating were more likely to be members of the stably low-decreasing group as compared to those with both-parent migrating. Peer victimization among left-behind children is a concern especially for those who were left behind by both parents and perceived less positive school climate. Targeted school-based interventions and services focused on reducing peer victimization and improving school climate are needed for left-behind children, especially those with both-parent migrating.

The Relationship between Grandparents' Violent Discipline and School Bullying Behavior among Left-behind Children.

Most left-behind children in rural China are raised by their grandparents, whose parenting style significantly impacts children's development. This study examined the association between grandparents' violent discipline and left-behind children's school bullying. This cross-sectional study recruited a sample of 462 left-behind children aged 10 to 15 years old (Age Mean = 12.372, 49.351% girls) from four rural primary and junior high schools in Chongqing, China. There was a significant positive association between corporal punishment (β = .236, p < .001) and psychological aggression (β = .272, p < .001) of grandparents and children's school bullying. Empathy and moral disengagement mediate the above association. Cross-gender comparisons indicated that corporal punishment had a greater positive relationship with school bullying in boys than girls (βgirls = .154, p < .01; βboys = .250, p < .001). At the same time, boys' moral disengagement was also more likely to lead to school bullying (βgirls = .233, p < .001; βboys = .337, p < .001). We discuss the implications of these findings for preventing bullying in schools for children left behind.

Lack of parental care increases depression of rural left-behind children in China: a moderated mediating effects*

Lack of parental care increases depression of rural left-behind children in China: a moderated mediating effects*

Depressive symptoms, parenting attitude, and violent discipline among caregivers of left-behind children in rural China: a cross-sectional study

BackgroundThe situation of mental health and discipline behaviors of left-behind children’s caregivers were not optimistic in rural China. Caregivers’ depression might increase the risk of using violent discipline. However, the specific ways in which depressive symptoms impact violent discipline have rarely been explored in rural areas. This study aims to assess the prevalence of violent discipline among left-behind children under 6 years of age in rural China and explore the potential mechanisms of how caregivers’ depressive symptoms affect violent discipline.MethodsWe enrolled a total of 396 pairs of left-behind children and their caregivers in our study, which was conducted in 5 counties of Hebei, Henan, Jiangxi, Guizhou, and Sichuan provinces in China. The depressive symptoms of caregivers were measured by using Zung Self-rating Depression Scale (ZSDS) and violent discipline was assessed by the Child Discipline Module of Multiple Indicator Cluster Surveys (MICS). A self-designed questionnaire was utilized to measure caregiver’s parenting attitude. Based on the cross-sectional data, controlling for potential confounders, structural equation modeling (SEM) was used to assess the direct and indirect effects of the mediation models by applying the weighted least squares with mean and variance adjusted (WLSMV) estimate.ResultsThe prevalence of violent discipline, psychological aggression, and physical punishment was 72.7%, 59.3%, and 60.4% respectively of left-behind children under 6 years of age. According to the results of SEM, parenting attitude acted as a suppressor, suppressing the association between caregivers’ depressive symptoms and physical punishment/psychological aggression/violent discipline. The caregivers’ depressive symptoms positively influenced all the outcome variables by affecting parenting attitudes (p = 0.002, p = 0.013, p = 0.002).ConclusionsThe presence of depressive symptoms in caregivers increases the use of violent discipline through negative parenting attitudes. The mental health status of primary caregivers of left-behind children in rural China needed emphasis and improvement.

Causes And Countermeasures of Psychological Problems of Left-Behind Children in Rural China

Causes And Countermeasures of Psychological Problems of Left-Behind Children in Rural China

The association between Internet use and cognitive ability among rural left-behind children in China.

This study focuses on the cognitive development of rural children aged 10-15 who have been left behind, utilizing data from the China Family Panel Studies (CFPS) datasets of 2016 and 2020. The primary objective is to investigate the correlation between Internet usage and the cognitive ability of these children. An Ordinary Least Squares (OLS) regression model was initially employed to explore the potential influence of Internet use on the cognitive ability of rural left-behind children. To meticulously address potential endogeneity, we employed the instrumental variable (IV) method. Additionally, we performed robustness checks using Propensity Score Matching (PSM) to ensure the reliability of our findings. The findings indicate a statistically significant positive correlation between Internet usage and the cognitive ability of left-behind rural children. Notably, the impact of Internet use is more pronounced in girls than in boys among this demographic. Furthermore, a significant influence of Internet usage on the cognitive ability is observed in rural children aged 10-12, whereas no significant correlation is found for those aged 13-15. Particularly noteworthy is the substantial impact of Internet use on the cognitive ability of left-behind children with an absent father. In addition, the cognitive benefits associated with Internet use were notably more pronounced among rural left-behind children, especially when considering factors such as attendance at a demonstration school and parental concern for the child's education. This study underscores the importance of understanding the relationship between Internet usage and cognitive development in left-behind rural children. These findings highlight the need for targeted interventions and inclusive access to online resources for the development of rural left-behind children.

Loneliness status and influencing factors among rural left-behind children in China: A cross-sectional study

We investigated the current status and main factors of loneliness among rural left-behind children. We conducted a survey of 812 rural left-behind children in China using the Sociodemographic Questionnaire, the Children’s Loneliness Scale, the Social Anxiety Scale for Children, the Rosenberg’s Self-Esteem Scale, and the Piers-Harris Child Self-Concept Scale. Results showed that (a) 66.26% had a sense of loneliness; (b) there were correlations between loneliness and 7 sociodemographic variables, social anxiety, self-esteem, and self-concept; (c) grade, age, parental separation duration, contact frequency with parents, social anxiety, self-esteem, and self-concept were the main factors influencing the level of loneliness among rural left-behind children. Recommendations for parents and teachers are suggested.

Research on the Educational Plight Faced by Rural Left-behind Children in China

Due to the rapid development of Chinas cities and the increasing inequality between urban and rural areas, Chinese left-behind children have been neglected by society for a long time, which should make their educational plight a worthwhile issue to be explored. The research utilizes literature review to discuss some reasons for those childrens educational plights they are facing. Various researches from other authors is drawn to probe into more dimensions of the factors. Then, the result is presented that there are three aspects among that deeply influence the quality of education the rural left-behind children are receiving, including parents, society and news media. In short, the departure of parents makes children suffer from unhealthy mental conditions and fail to gain adequate cognitive knowledge, leading to their trouble in receiving high-quality education. Moreover, the vicious characteristics of rural society which delivers backward ideologies is also a culprit that prevents them from getting the same education as urban children. Lastly, the one-sided coverage of those children by news media shapes them as pure victims or threatening people, letting others keep away and refuse to help them and also causing childrens wrong perceptions of themselves and their living environments. As to the research conclusion, their difficulties in education should be paid more attention and the relevant institutions are supposed to take action to drop them out of such plight.

Anxiety Disorders among Left-Behind Children in Rural China: A Comprehensive Literature Review

With rapid urbanization leading to mass adult migration from rural to urban areas in China, a consequential demographic group called left-behind children has emerged. Often left in the care of relatives or on their own, these children experience extended periods of parental absence associated with various mental health implications, notably anxiety disorders. This paper explores anxiety disorders of left-behind Children including depressive symptoms, the effect of COVID-19 and bullying victimization among left-behind children in rural China through literature review. Further, it examines potential interventions from the implementation of online mental health interventions, strengthening community support systems, and policy and financial interventions. Additionally, the paper points towards the potential efficacy of community-based interventions, emphasizing the importance of a multi-pronged approach. The analysis promotes a more thorough investigation into the viability and effectiveness of these interventions, opening the door to better mental health outcomes for underprivileged kids in rural China.

Digital compensation: Smartphone use in the emotion socialisation of left-behind children in rural China

Through field investigations in two populous Chinese provinces, this study proposes a grounded theory of digital compensation afforded by smartphone usage in the emotion socialisation of left-behind children. Our interviews found that these children suffer from emotional deficiencies or deficits caused by the absence of parents’ emotional companionship, a lack of emotional education within the family and a decline in playmates in their rural communities. Our study also revealed the dialectical tension between the possibilities and ramifications of digital compensation. In a miniature media ecology constructed by smartphones, migrant parents provide virtual companionship and peers help build social capital, while stay-at-home grandparents perform a scaffolding or gatekeeping role, providing a symbolic sense of emotional compensation. Instead of addressing the root causes of the children’s emotional distress, the compensatory affordances of smartphone use have had concerning consequences of intense feelings of deprivation and social reversal that exacerbate their loneliness and isolation.

Relationship among physical exercise, social support and sense of coherence in rural left-behind children

ObjectiveSense of coherence has significant implications for the mental health of left-behind children in rural China. This study was conducted to explore the impact of physical exercise and social support on sense of coherence in rural left-behind children. MethodsA survey was conducted among 964 rural left-behind children in Hunan Province of China aged 10–15 (Mage = 12.01 ± 1.97 years; 529 girls and 435 boys). AMOS 21.0 software was applied to build the model and perform cross-lagged analysis. ResultsPhysical exercise and social support in left-behind children predict each other, and physical exercise can positively predict social support and sense of coherence in left-behind children two months later (P < 0.05); social support can significantly positively predict sense of coherence in left-behind children two months later (P < 0.05). ConclusionsBoth physical exercise and social support have an impact on sense of coherence in left-behind children, and physical exercise can affect sense of coherence in left-behind children through the mediating effect of social support.

The Effects of Organizational Social Support on Left-behind Children’s Resilience in China

Left-behind children are one of the main issues in China’s child welfare services. The change in the family environment has destroyed these children’s original levels of resilience. Hence social service and support from social organizations are needed. The study examines the impact of different types of social support social organizations provide to enhance the resilience of left-behind children in rural China. Types of social support analyzed include material, mental, informational, behavioral, and social interaction support. Data was collected from 384 rural left-behind children using a pre-coded questionnaire. Respondents were randomly selected from Guangxi, China in 2022. They had an average age of 12.781 years, with 45.83% male and 54.17% female. Multiple linear regression was used to conduct an empirical analysis of the different types of social support provided by social organizations. The results found that material, mental, informational, and behavioral support provided by social organizations had significant effects on the resilience of rural left-behind children in China. Further research should be conducted on the importance of providing material, mental, informational, and behavioral support to left-behind children to better help improve their resilience.

Policy-Oriented Examination of Left-Behind Children’s Health and Well-Being in China

Introduction: This paper will build on existing scholarly assets, addressing how the avoidance of rural-to-urban labour migration as a solution to mitigate the challenges faced by left-behind children is pragmatically infeasible. As an alternative, this paper will engage in the discussion about the relevant policy development and existing policy gaps the Chinese Government has implemented and has been subject to, respectively, in order to locate the problems of how left-behind children continue to be exposed to emotional and psychological vulnerabilities, despite the Chinese Government’s interventions. Methods: Bibliographic databases, Google Scholar and PubMed were searched. A combination of words ((“left-behind children” OR “LBC”) AND (“China” OR “Chinese”) AND (“human rights” OR “mental health” OR “well-being”) AND (“policy” OR “policies” or “policymaking”)) was input into the search engines. A total of 38 papers deemed eligible and relevant were chosen non-systematically, studied and summarised. Results: Local rural governments lack any concrete measures designated for left-behind rural children to specifically support their mental health needs. Additionally, medical care coordination within the Chinese Government and across counties, respectively on improving the emotional and psychological well-being of left-behind rural children is disorganised. Moreover, there is a very limited collection of up-to-date and available datasets examining left-behind children’s development and well-being. Discussion: This paper suggests, in detail, how the Chinese Government can strategically apply policies and interventions for the redistribution of resources and opportunities to left-behind children in rural China. This paper recognises the existing interventions initiated and implemented by the Chinese Government for resource redistribution and, simultaneously, recommends that the Government follow two localised American models for further resource redistribution per se that are designed for benefitting left-behind rural Chinese children.

Exercise identity, exercise behavior and mobile phone addiction: A cross-sectional mediation study with a sample of rural left-behind children in China

To evaluate the relationships among exercise identity, exercise behavior and mobile phone addiction in 516 left-behind children in rural China (48.06% boys; Mage = 12.13 ± 1.95, range 8–16). Specifically, cross-sectional design was carried out to test the hypothesis that the association between rural left-behind children’ exercise identity and mobile phone addition would be fully mediated by their exercise behavior. The participants filled in self-reported instruments. The data was analyzed using structural equation modeling and decomposition of direct and indirect effects. Exercise identity and exercise behavior were significantly negatively correlated with left-behind children's mobile phone addiction (r = −0.486, −0.278, P < 0.01), and exercise identity was positively correlated with their exercise behavior (r = 0.229, P < 0.01); the direct effect of exercise identity on mobile phone addiction was −0.226 (95% CI: −0.363 ∼ −0.108), accounting for 68.9% of the total effect of −0.328, and its indirect effect was 0.102 (95% CI: −0.161∼−0.005), accounting for 31.1% of the total effect. These findings suggest that exercise identity may be an effective measure to reduce left-behind children's mobile phone addiction. It is suggested that school administrators and guardians should pay attention to improving left-behind children's exercise identity level in the education process.

Improving The Middle School STEM Education in Rural China Through Virtual Reality

Left-behind children in rural China are troubled by educational inequalities and a lack of effective education; STEM education implemented by VR might be an answer to the problems they face. This article discusses the application of VR specifically targeting middle school STEM education in rural China. VR is characterized by its immersive, interactive, multimedia, multisensorial, engaging, authentic, spatial, and social affordances, possessing abilities to offer enhanced learning experiences different than other educational technologies. Specifically, case studies evaluated in this article show how VR can help better deliver STEM content by providing opportunities for practical, collaborative, and problem-based learning essential in effectively conveying the abstract and complicated theoretical knowledge of STEM. Learners are more motivated and achieved better learning outcomes, proving the effectiveness of VR in STEM education. Applying the insights in rural China, the creative and hands-on aspects of STEM education can bring out the left-behind children’s motivations and incentives for learning. Among all available technologies, VR is a suitable media choice to implement STEM, given its additional utilities of providing help for the personal and emotional challenges faced by the left-behind children, including their lack of incentives, positive attitudes, and company from parenting figures.

Plight and Strategies of Family Education for Left-behind Children in Rural China: Interviews with Rural Teachers

Although interest in family education in rural areas has increased in recent years, most of the previous research adopted quantitative methods and only considered the perceptions of parents and children. In an attempt to offer a broader view of the issue, this paper considers the perspective of rural teachers. The paper aims to analyze the state of family education for left-behind children in rural areas of China and put forward strategies for improvement. Through in-depth online interviews with nine rural teachers, this study finds that there are four challenges to left-behind childrens family education: absence of education subjects, weak education consciousness, unskillful education methods, and misleading education guidance. Based on the analysis of the interview results, this paper puts forward some feasible strategies for improving family education from three aspects: government, school, and family. This study has instructive significance for solving the difficulties of family education for left-behind children.

The Development of Emotion Understanding among Five- and Six-Year-Old Left-Behind Children in Rural China

The left-behind children (LBC), separated from their mother/father or parents for a long period of time, have long been discussed as a subject of concern in China. Existing research has concluded that rural children who did not migrate with parents are subject to emotional risks. In the present study, the purpose is to study the impact of parental migration on early emotional understanding. Purposeful sampling was used to recruit 180 children aged five to six years in rural areas of Guangdong province, including LBC and non-left-behind children (NLBC). Their level of emotional understanding (EU) was assessed by the emotional comprehension test (TEC) adapted to the Chinese context. The results showed that, on the three levels (External, Internal, Reflective) of emotional understanding, LBC aged five- to six- years old scored significantly lower than NLBC as counterparts. On the whole, the emotional comprehension ability of preschool LBC was significantly lower than that of NLBC. However, there were no significant differences within LBC nurtured by single parents, grandparents, and other relatives. This study confirmed that parental migration in early childhood considerably impacted rural LBC's emotional understanding and affectional adjustment, which provided a significant basis for increasing parental care and early childhood companionship in rural areas.

Effect of parental migration on the noncognitive abilities of left-behind school-going children in rural China

This paper explores the question of whether parental migration is a significant source of human capital development or whether it is harmful to non-cognitive ability development. In light of this, a research question was raised: what is the effect of different statuses of parental migration on the non-cognitive abilities of left-behind children in rural China? To answer this research question, the study uses the China Education Panel Survey (CEPS) data wave-I and employs the Propensity Score Matching (PSM) method. The findings revealed that the decision of one or both parents to migrate hurts the non-cognitive abilities of the left-behind school-going children. The results imply that parental migration of one or both parents in rural China is detrimental to the non-cognitive abilities of the left-behind children (LBCs). Therefore, parents should stay or move with their children instead of leaving them with relatives or grandparents. Furthermore, the government must concentrate on removing obstacles to education, especially for migrants, by undertaking initiatives like expanding the number of schools for LBCs and waiving tuition fees. Moreover, the government needs to take action to improve the lives of LBCs and find solutions to their problems. Lastly, the authorities need to promote economic change to create a more balanced economy.