Perceived discrimination and academic self-concept among left-behind children in China: The role of school belonging and classroom composition

Fan Yang and Zhichen Xia

Children and Youth Services Review, 2023, vol. 155, issue C

Abstract: This study aims to investigate how perceived discrimination affects left-behind children’s academic self-concept, and to examine the mediating role of school belonging on the relationship between them. Two prominent classroom compositional effects, the peer spillover effect and the big-fish-little-pond effect, also need to be confirmed. A total of 998 left-behind children participated in the two surveys. They reported perceived discrimination and individual basic information at time 1. After two months, the measurements of school belonging and academic self-concept were completed at time 2. These results suggested that perceived discrimination had a significantly negative prediction on left-behind children’s academic self-concept, and school belonging plays a mediating role between these variables. In addition, in a given classroom, a higher proportion of left-behind children could predict lower levels of their academic self-concept. Furthermore, the negative effect of perceived discrimination on academic self-concept was attenuated in classes with a higher classroom proportion of left-behind children. These results have important practical implications for educators on how to enhance the left-behind children’s academic self-concept and how to assign classes.

Keywords: Perceived discrimination; Academic self-concept; School belonging; Classroom composition; Left-behind children (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:155:y:2023:i:c:s0190740923004905

DOI: 10.1016/j.childyouth.2023.107294

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