The lived realities of left‐behind children in Mainland China: Life and values education in the home and at school

2021 ◽  
Author(s):  
Xia Ao ◽  
Carla Briffett Aktaş
Keyword(s):  
Mainland China ◽  
Values Education ◽  
Left Behind ◽  
China Life

scholarly journals The Multilingual Assessment Instrument for Narratives (MAIN): Adding Kam to MAIN

2020 ◽  
Vol 64 ◽  
pp. 147-151
Author(s):  
Wenchun Yang ◽  
Angel Chan ◽  
Natalia Gagarina
Keyword(s):  
Ethnic Minority ◽  
Southern China ◽  
Mainland China ◽  
Assessment Instrument ◽  
Narrative Development ◽  
Growing Up ◽  
Minority Children ◽  
Left Behind ◽  
Ethnic Minority Children ◽  
Minority People

This paper introduces the Kam version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). Kam is a minority language in southern China which belongs to the Kam-Tai language family and is spoken by the Kam ethnic minority people. Adding Kam to MAIN not only enriches the typological diversity of MAIN but also allows researchers to study children’s narrative development in a sociocultural context vastly distinctly different from the frequently examined WEIRD (Western, Educated, Industrialized, Rich, and Democratic) societies. Moreover, many Kam- speaking children are bilingual ethnic minority children who are “left-behind” children living in Mainland China, growing up in a unique socio-communicative environment.

A Scoping Review of Interventions to Promote Health and Well-Being of Left-behind Children in Mainland China

2019 ◽  
Vol 50 (5) ◽  
pp. 1419-1439 ◽  
Author(s):  
Miao Wang ◽  
Bryan G Victor ◽  
Jun Sung Hong ◽  
Shiyou Wu ◽  
Jin Huang ◽  
...  
Keyword(s):  
Rural Areas ◽  
Mainland China ◽  
Well Being ◽  
Future Research ◽  
Collaborative Relationships ◽  
Left Behind ◽  
Nursing Services ◽  
Study Team ◽  
Comprehensive Search ◽  
Chinese And English

Abstract Approximately 65 million children in mainland China are left behind in rural areas while their parents work in the cities. Research has highlighted their health needs. However, current research on interventions for this population is unknown. The purpose of this study was to systematically review existing health service interventions for left-behind children in China. The study team identified interventions for left-behind children by conducting a comprehensive search of major academic databases for Chinese and English research. Articles were retained in the study if they were original empirical intervention studies that target health and related well-being outcomes of left-behind children. A total of eighteen unique studies met inclusion criteria. The majority of them demonstrated positive outcomes using various modalities, including education, sport and nutrition guidance and nursing services. However, the shortcomings in research design and intervention limit their replication. Intervention research for left-behind children shows an enormous gap in the knowledge about this at-risk group. Of the existing programs identified, we observe considerable promise for interventions based on inter-disciplinary approaches to services. We provide additional recommendations for conducting future research and for building collaborative relationships with social workers to better serve the needs of children.

scholarly journals The formation and influence mechanism of mathematics self-concept of left-behind children in mainland China

2019 ◽  
Author(s):  
Zhichen Xia ◽  
Fan Yang ◽  
Kevin Praschan ◽  
Qingyu Xu
Keyword(s):  
Mathematics Achievement ◽  
Social Comparison ◽  
Formation Mechanism ◽  
School Engagement ◽  
Minority Group ◽  
Mainland China ◽  
Self Concept ◽  
Left Behind ◽  
Influence Mechanism ◽  
Predictive Effect

Abstract This study aimed at exploring the formation mechanism of mathematics self-concept of left-behind children and the influence mechanism of mathematics self-concept on their mathematics achievement. In study 1, the formation mechanism of mathematics self-concept was examined using multilevel analyses of 874 left-behind children. The results showed that (1) the individual mathematics achievement of left-behind children had a significant positive predictive effect on mathematics self-concept, Chinese achievement had a significant negative predictive effect on mathematics self-concept, and the class-average mathematics achievement had no significant effect on mathematics self-concept; and (2) when left-behind children were the majority group, there was an assimilation effect on downward interpersonal social comparison. When left-behind children were the minority group, there was a contrast effect on upward intergroup social comparison. In study 2, the influence mechanism of mathematics self-concept of 585 left-behind children was investigated with a tracking research. The results suggested that (1) Time 1 mathematics self-concept had significant effects on Time 2 mathematics school engagement at between-group and within-group levels; and (2) Time 2 mathematics school engagement played a partial mediating role between Time 1 mathematics self-concept and Time 2 mathematics achievement at the within-group level. These results indicate that the formation and influence mechanism of mathematics self-concept of left-behind children is influenced by contextualized characteristics.

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

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.

Peer Victimization, Resilience and Mental Well-Being Among Left-Behind Children: Dose Gender Make a Difference?

2021 ◽  
pp. 003329412110184
Author(s):  
Zhiyou Wang ◽  
Xinwen Zhang
Keyword(s):  
Peer Victimization ◽  
Cultural Context ◽  
Mainland China ◽  
Empirical Support ◽  
Well Being ◽  
Left Behind ◽  
Gender Groups ◽  
Mental Well Being ◽  
The Relationship ◽  
The City

This study explores how resilience mediates the association between peer victimization and mental well-being among left-behind children in the Chinese cultural context, and how gender groups differ in certain path. Data are collected from a random sample of 471 left-behind children from the City of Huai’an in mainland China. Results of this study shows that peer victimization is not only significantly and directly related, but also indirectly associated with children mental well-being through the intermediary mechanism of resilience. The theoretical model is applicable to both male and female left-behind children with no gender difference. The findings provide empirical support for the proposed theoretical framework that resilience plays a crucial mediator in the relationship between peer victimization and children mental well-being. Empirical evidence also shows that interventions focused on anti-bullying and cultivating resilience may be effective to improve children mental well-being.

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