Direct and Interactive Effects of Peer Attachment and Grit on Mitigating Problem Behaviors Among Urban Left-Behind Adolescents

2019 ◽  
Vol 29 (1) ◽  
pp. 250-260 ◽  
Author(s):  
Xiaoyu Lan ◽  
Rendy Radin
Keyword(s):  
Problem Behaviors ◽  
Peer Attachment ◽  
Interactive Effects ◽  
Left Behind

How belief in a just world might shape responses to discrimination: A case study of left-behind children in China

2018 ◽  
Vol 64 (3) ◽  
pp. 266-275 ◽  
Author(s):  
Tian Lan ◽  
Xuji Jia ◽  
Xia Liu
Keyword(s):  
Problem Behaviors ◽  
Perceived Discrimination ◽  
Self Report ◽  
Just World ◽  
Cross Sectional ◽  
Left Behind ◽  
Negative Effect ◽  
Children's Behaviors

Background: Previous study has indicated that perceived discrimination affected the children’s behaviors, but whether belief in a just world moderates the relationship between perceived discrimination and problem behaviors among left-behind children and whether there are differences between boys and girls are still unknown. Aims: This study aims at exploring whether perceived discrimination influences the left-behind children’s behaviors and the moderating role of belief in a just world among both boys and girls. Methods: Using cross-sectional data on rural left-behind children in Henan Province of China, this study examined the relationships among perceived discrimination (personal and group), belief in a just world and problem behaviors for both boys and girls. The participants included 336 boys and 310 girls. Self-report questionnaires captured perceived discrimination, belief in a just world and problem behaviors. Results: The results demonstrated that Chinese left-behind boys who perceived a high amount of personal discrimination were prone to exhibit problem behaviors. Yet, neither perceived personal nor group discrimination was associated with problem behaviors among the left-behind girls. Moreover, the children’s belief in a just world moderated the association between perceived discrimination and problem behaviors among the boys; in those who reported higher levels of belief in a just world, the negative effect of perceived personal discrimination on problem behaviors appeared weaker, comparing to those who reported lower levels of belief in a just world. In addition, the negative effect of perceived group discrimination on problem behaviors appeared stronger among the left-behind boys who reported higher levels of belief in a just world. Conclusion: Belief in a just world provided a protect function for the left-behind children when facing perceived personal discrimination. More attention should be paid on belief in a just world, perceived discrimination and problem behaviors among left-behind children.

Cumulative risk and problem behaviors among Chinese left-behind children: A moderated mediation model

2019 ◽  
Vol 40 (3) ◽  
pp. 309-328 ◽  
Author(s):  
Huijie Lei ◽  
Qinghua Zhang ◽  
Xiying Li ◽  
Hang Yang ◽  
Weiping Du ◽  
...  
Keyword(s):  
Problem Behaviors ◽  
Effortful Control ◽  
Ecological Model ◽  
Cumulative Risk ◽  
Deviant Peer Affiliation ◽  
Peer Affiliation ◽  
Delinquent Behaviors ◽  
Left Behind ◽  
Moderated Mediation Model ◽  
Demographic Covariates

The problem behaviors exhibited by left-behind children occur within multiple contexts, and are influenced by cumulative risk, including family, peer, and school characteristics; however, little is known about the mediating and moderating mechanisms underlying the relationship between such problem behaviors and cumulative risk. A total of 1,313 Chinese left-behind children were recruited to complete anonymous questionnaires measuring cumulative risk, deviant peer affiliation, effortful control, and delinquent behavior. After controlling demographic covariates, cumulative risk is positively associated with problem behaviors. Furthermore, deviant peer affiliation was found to partially mediate the association between cumulative risk and problem behaviors. Both the direct association between cumulative risk and delinquent behaviors and the indirect effect of deviant peer affiliation were moderated by effortful control, specifically; the effects were stronger for left-behind children with low levels of effortful control. These results highlight the significance of the cumulative ecological model for understanding and developing intervention programs to reduce left-behind children's problem behaviors.

scholarly journals Bullying victimization and life satisfaction among rural left-behind children in Central China: a cross-sectional study

2020 ◽  
Author(s):  
Yide Yang ◽  
Chan-juan Zheng ◽  
Yanhui Dong ◽  
Ya-qin Zhang ◽  
Ming Xie ◽  
...  
Keyword(s):  
Life Satisfaction ◽  
Interactive Effect ◽  
Combined Effect ◽  
School Satisfaction ◽  
Central China ◽  
Interactive Effects ◽  
Bullying Victimization ◽  
Satisfaction Scale ◽  
Left Behind ◽  
Group B

Abstract Background: Parental migration has many detrimental health impacts on children. This study described the associations between bullying victimization and life satisfaction among left-behind children(LBC), and examined the interactive effects of left behind experience and bullying victimization on life satisfaction. Methods: Students from first to ninth grade in Central China participated in the present study. Life satisfaction were assessed by Chinese version of revised Bully/Victim Questionnaire and Multidimensional students’ life satisfaction scale(MSLSS). Results: A total of 1013 children were investigated, of which 42.5% were left-behind. We found LBC had a significantly 45% higher risk of being teased in a hurtful way than the non-LBC(OR=1.45, 95%CI: 1.10~1.91), and the LBC had lower self-satisfaction than the non-LBC(b=-0.14, P =0.017). Being teased was only associated with self-satisfaction, and other bullying victimization behaviors had significant impact on all dimensions of life satisfaction( P <0.05). We identified an interactive effect between left behind experience and bullying victimization on school satisfaction( P interaction =0.015), bullying was significantly related with lower school satisfaction in the LBC group(b=-0.69, P <0.001), but no association in the non-LBC group. Also, there was a combined effect between left behind experience and bullying victimization on environment satisfaction( P interaction >0.05), bullying was significantly related with lower environment satisfaction in the LBC group(b=-0.31, P =0.033), while no association was observed in the non-LBC group. Conclusion: There is an interaction of left behind experience and bullying victimization on school satisfaction and a combined effect on environment satisfaction. Left behind experience could significantly amplify the associations between bullying victimization and school satisfaction/environment satisfaction.

scholarly journals Bullying Victimization and Life Satisfaction Among Rural Left-Behind Children in China: A Cross-Sectional Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Yide Yang ◽  
Chanjuan Zheng ◽  
Ming Xie ◽  
Shuqian Yuan ◽  
Yuan Zeng ◽  
...  
Keyword(s):  
Life Satisfaction ◽  
Primary School ◽  
School Children ◽  
Interaction Analysis ◽  
School Satisfaction ◽  
Interactive Effects ◽  
Primary School Children ◽  
Bullying Victimization ◽  
Left Behind ◽  
The Impact

Objectives: This study aimed to evaluate the associations between bullying victimization and life satisfaction in primary school children and also investigate the interactive effects of left-behind status and bullying victimization on life satisfaction.Materials and Methods: Bullying victimization was measured using the Chinese version of the revised Olweus Bully/Victim Questionnaire. Life satisfaction was assessed using the Multidimensional Students' Life Satisfaction Scale (MSLSS). Life satisfaction is composed of five domains, namely, family, school, friends, environment, and self-satisfaction. Left-behind status of rural children was defined as one or both their parents migrating to working in cities. The data were analyzed using Mann–Whitney U tests, Chi-square tests, and multivariate linear and logistic regression analyses.Results: A total of 810 primary school children were involved, of which 8.5% reported bullying victimization, and 44.3% were left-behind children (LBC). We found that bullying victimization was negatively associated with all domains of life satisfaction (all p &lt; 0.05). With further left-behind status-stratified analysis, we found that negative association between bullying victimization and friend satisfaction was more profound in the LBC group than in the non-LBC group [b(SE)= −0.133 (0.03) vs. −0.061 (0.026) for LBC and non-LBC, respectively, p &lt; 0.05]. When further interaction analysis was conducted, we identified interaction effects between left-behind status and bullying victimization on friend satisfaction (pinteraction = 0.048). Similar interaction effect between bullying victimization and left-behind status on school satisfaction was also found (pinteraction = 0.004).Conclusions: Bullying victimization was associated with low life satisfaction (including lower family, friends, school, self, and environment satisfaction). There were significant interactions between left-behind status and bullying victimization on friend satisfaction, as well as school satisfaction. Left-behind status of children may exaggerate the impact of bullying victimization on friends/school satisfaction rating.

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