Longitudinal relationship between beliefs about adversity and learning engagement in Chinese left-behind children: Hope as a mediator and peer attachment as a moderator

Current Psychology ◽

10.1007/s12144-021-02671-x ◽

2022 ◽

Author(s):

Jiayi Li ◽

Ruibo Xie ◽

Wan Ding ◽

Min Jiang ◽

Xiuyun Lin ◽

...

Keyword(s):

Peer Attachment ◽

Learning Engagement ◽

Left Behind

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

Journal of Child and Family Studies ◽

10.1007/s10826-019-01580-9 ◽

2019 ◽

Vol 29 (1) ◽

pp. 250-260 ◽

Cited By ~ 12

Author(s):

Xiaoyu Lan ◽

Rendy Radin

Keyword(s):

Problem Behaviors ◽

Peer Attachment ◽

Interactive Effects ◽

Left Behind

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The Impact of Peer Attachment on Left-Behind Children’s Pathological Internet Use: A Moderated Mediating Effect Model

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18189775 ◽

2021 ◽

Vol 18 (18) ◽

pp. 9775

Author(s):

Demei Zhang ◽

Shutao Wang

Keyword(s):

Emotional Intelligence ◽

Internet Use ◽

Negative Impact ◽

Mainland China ◽

Peer Attachment ◽

Mediating Effect ◽

Left Behind ◽

Pathological Internet Use ◽

The Impact ◽

The Relationship

The aim of this study was to determine how left-behind children’s perceived personal rejection and emotional intelligence impact on the relationship between their peer attachment and pathological Internet use in China. Using the cluster random sampling method, a total of 406 left-behind children (aging 12.76 ± 2.13) from six rural primary and secondary schools in mainland China were recruited for the study (202 males and 204 females). The results of the analysis indicated that peer attachment negatively predicted left-behind children’s pathological Internet use. Perceived personal rejection had a mediating effect on the relationship between peer attachment and pathological Internet use, whereas emotional intelligence had a moderating effect on the relationships between peer attachment and perceived personal rejection and between peer attachment and pathological Internet use among these children. Moreover, peer attachment had a greater negative impact on the perceived personal rejection and pathological Internet use of left-behind children with high emotional intelligence compared with those of students with low emotional intelligence. These findings reveal the need for more support and interventions aimed at strengthening peer attachment and emotional intelligence of left-behind primary and secondary children and reducing their perceptions of personal rejection, which, in turn, reduces their pathological Internet use.

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