A Study on the Pathways for Enhancing the Proactive Empowerment Capability of Left-behind Children in Remote Regions under the Orientation of Educational Equity

Anqi Dou and Jun Li

Education Insights, 2025, vol. 2, issue 6, 257-266

Abstract: This study investigates the pathways for enhancing the positive development capacity of left-behind children in remote and underserved rural areas within the framework of educational equity. Drawing on empowerment theory and self-efficacy theory, the research proposes a structural model that examines the effects of family support and access to educational resources on development capacity, mediated by academic self-efficacy. Using Structural Equation Modeling (SEM) and a simulated dataset of 300 left-behind children, the study reveals that family support has the strongest direct and indirect influence on empowerment, while educational resources also play a meaningful but comparatively smaller role. Academic self-efficacy emerges as a key mediating variable and a significant predictor of empowerment capability. The findings suggest that improving family engagement and educational conditions in remote areas can effectively foster self-confidence and participation among left-behind children. The study offers recommendations to promote equitable educational environments and psychological development for disadvantaged youth in rural China.

Keywords: left-behind children; empowerment capability; educational equity; family support; academic self-efficacy; Structural Equation Modeling (SEM) (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:axf:journl:v:2:y:2025:i:6:p:257-266

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