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

Ning Yang, Yanan Qi, Jinjin Lu, Jiangbo Hu and Yonggang Ren

Children and Youth Services Review, 2021, vol. 129, issue C

Abstract: 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.

Keywords: Left-behind children; Teacher-child relationships; Psychological resilience; Self-concept; Intervention (search for similar items in EconPapers)
Date: 2021
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:129:y:2021:i:c:s0190740921002589

DOI: 10.1016/j.childyouth.2021.106182

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