scholarly journals Correction to: How parental migration affects early social–emotional development of left-behind children in rural China: a structural equation modeling analysis

2020 ◽  
Vol 65 (9) ◽  
pp. 1807-1809
Author(s):  
Huifeng Shi ◽  
Chunxia Zhao ◽  
Yan Dou ◽  
Xiaoqian Duan ◽  
Lingyan Yang ◽  
...  
Keyword(s):  
Structural Equation Modeling ◽  
Emotional Development ◽  
Structural Equation ◽  
Rural China ◽  
Equation Modeling ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Parental Migration ◽  
Left Behind ◽  
Modeling Analysis

scholarly journals Social-Emotional Learning Competencies and Problematic Internet Use among Chinese Adolescents: A Structural Equation Modeling Analysis

2021 ◽  
Vol 18 (6) ◽  
pp. 3091
Author(s):  
Chun Chen ◽  
Chunyan Yang ◽  
Qian Nie
Keyword(s):  
Structural Equation Modeling ◽  
Structural Equation ◽  
Internet Use ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Chinese Adolescents ◽  
Problematic Internet Use ◽  
Equation Modeling ◽  
Social Emotional ◽  
Left Behind

To advance the understanding about social-cognitive factors related to Chinese adolescents’ experience with problematic Internet use (PIU), we examined the associations between social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, self-awareness, and social relationship) and problematic Internet use (PIU) among 1141 11th grade high school students from Southwest China. Through comparing the latent means of PIU across students with different demographic background (i.e., gender, social-economic status, left-behind status), the study found that male students endorsed higher levels of overall PIU and more problematic time management with Internet use than female students. No latent PIU mean differences were observed across family income and students’ left-behind status. Using structural equation modeling (SEM) while controlling for demographic factors, overall SEL competencies were found to have a significantly negative association with PIU. Meanwhile, all five SEL domains were also negatively associated with students’ PIU. The findings imply the importance of fostering SEL competencies in preventing PIU among Chinese adolescents. The study provides important practical implications for informing school-based SEL competencies programs for PIU prevention among Chinese youths.

Victimization of Children Left Behind in Rural China

2017 ◽  
Vol 54 (4) ◽  
pp. 515-543 ◽  
Author(s):  
Xiaojin Chen ◽  
Ningxin Liang ◽  
Stephen F. Ostertag
Keyword(s):  
Problem Behavior ◽  
Structural Equation ◽  
Southern China ◽  
Rural China ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Parental Migration ◽  
Left Behind ◽  
Children Left Behind

Objectives: Examine the relationship between parental rural-to-urban migration, caretaking arrangement, and left-behind children’s self-reported victimization in rural China. The direct effect of parental migration on children’s victimization as well as the indirect effect through positive caretaking and children’s delinquent/problem behavior involvement is explored. Methods: The study uses data from the Parental Migration and Children’s Well-being Survey, which collected information on parental migration and children’s experience of victimization from a probability sample of 800 middle school students in southern China. Structural equation modeling is used to evaluate hypothesized models by simultaneously assessing direct and indirect effects. Results: Compared with children living with both parents in rural China, children left behind by their fathers have an elevated level of victimization. In addition, the chronic absence of fathers leads to a higher level of delinquent and problem behavior among left-behind children, which in turn leads to further victimization. Conclusion: Left-behind children living with mothers, grandparents, or other relatives are an “at-risk” population for victimization. Local programs such as parenting lessons for left-behind parents and grandparents are needed. In addition, the importance of father’s chronic absence on left-behind children’s healthy physical and mental development needs to be further examined.

Parental migration, nurturing care, and early social-emotional development of children in rural China

2021 ◽  
Vol 57 ◽  
pp. 40-50
Author(s):  
Huifeng Shi ◽  
Xiaoli Gong ◽  
Yuanyuan Wang ◽  
Yajing Gao ◽  
Jingxu Zhang ◽  
...  
Keyword(s):  
Emotional Development ◽  
Rural China ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Parental Migration

scholarly journals Impact of parent-child separation on children’s social-emotional development: a cross-sectional study of left-behind children in poor rural areas of China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Huifeng Shi ◽  
Yuanyuan Wang ◽  
Mengshi Li ◽  
Chang Tan ◽  
Chunxia Zhao ◽  
...  
Keyword(s):  
Emotional Development ◽  
Rural China ◽  
Emotional Problems ◽  
Primary Caregivers ◽  
Cumulative Exposure ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Left Behind ◽  
Child Separation ◽  
Parent Child

Abstract Background Parent-child separation is a considerable adversity for left-behind children (LBC), but there is little evidence on the association between detailed characteristics of parent-child separation and social-emotional development among LBC. This study examined the characteristics of parent-child separation and its impacts on developmental delay among under-3 LBC in poor rural China. Methods We used data from 811 LBC surveyed in five poor counties in rural China in 2018. Detailed characteristics of their parental migration were recalled by their primary caregivers in face-to-face interviews. The children’s social-emotional development was measured by using the Ages and Stages Questionnaire: Social-Emotional. Logistic regression was employed to examine the association of detailed characteristics of parent-child separation with early social-emotional problems after adjusting for the children’s and primary caregivers’ sociodemographic characteristics. Results 287 (35.4%) children were left behind by fathers and cared for by mothers (FM-MC), while 524 (64.6%) were left behind by both parents and cared for by grandparents (PM-GC). The rate of social-emotional problems among LBC was 36.8% (PM-GC vs FM-MC: 40.6% vs 29.5%; aOR 1.51, 95% CI: 1.06 to 2.16). For paternal migration, the medians of the child’s age at the first migration and average duration per migration were 3 months (IQR: 1 to 9 months) and 4.48 months (IQR: 2.38 to 7.54 months), respectively. For maternal migration, the corresponding values were 9 months (IQR: 6 to 13 months) and 4.65 months (IQR: 2.71 to 7.62 months), respectively. On average, LBC had been separated from fathers for 72% of their life due to paternal migration and from mothers for 52% of their life due to maternal migration. No significant association was found between the detailed characteristics of paternal migration and social-emotional development among LBC, while social-emotional problems among LBC were significantly associated with the proportion of cumulative duration of maternal migration in the child’s lifetime (aOR 2.83; 95% CI: 1.13 to 7.10). Conclusions LBC under 3 years had a high risk of social-emotional problems in poor rural China. Cumulative exposure to maternal migration may be detrimental to LBC’s early social-emotional development. Programs are necessary to support these children as well as their families.

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