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Teacher-child relationships, self-concept, resilience, and social withdrawal among Chinese left-behind children: A moderated mediation model

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  • Yang, Ning
  • Qi, Yanan
  • Lu, Jinjin
  • Hu, Jiangbo
  • Ren, Yonggang

Abstract

This study aims to examine the mediating and moderating roles of self-concept and resilience in the relationship between teacher-child relationships and social withdrawal with a sample of 380 Chinese left-behind children in a rural region in Guangdong Province, China. They were measured by using Children's Social Behavioral Scale-Teacher Form, Devereux Early Childhood Assessment for Preschool (DECA-P2), Children’s Self-Concept Scale, and Student-Teacher Relationship Scale (STRS). The results indicated that: (1) Teacher-child relationships, resilience and self-concept are all negatively correlated to social withdrawal; (2) resilience plays a mediating role between the teacher-child relationships and social withdrawal; (3) self-concept moderates the effect of teacher-child relationships on resilience. This study would enhance the early childhood teachers’ understanding of the key factors that affect children’s social behaviours, and thus implement appropriate strategies for supporting left-behind children. It confirms the significant role of teachers in left-behind children’s development, which has implications for policymakers to prioritize teachers’ quality and training in rural preschools.

Suggested Citation

  • Yang, Ning & Qi, Yanan & Lu, Jinjin & Hu, Jiangbo & Ren, Yonggang, 2021. "Teacher-child relationships, self-concept, resilience, and social withdrawal among Chinese left-behind children: A moderated mediation model," Children and Youth Services Review, Elsevier, vol. 129(C).
    • Handle: RePEc:eee:cysrev:v:129:y:2021:i:c:s0190740921002589
    DOI: 10.1016/j.childyouth.2021.106182
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    References listed on IDEAS

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    5. Li, Ling & Chen, Xu & Wu, Dandan & Li, Hui, 2020. "Effects of attending preschool on adolescents’ reading literacy: Evidence from the ethnic minority children in China," Children and Youth Services Review, Elsevier, vol. 116(C).
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    1. Ge, Yabo & Ding, Wan & Xie, Ruibo & Kayani, Sumaira & Li, Weijian, 2022. "The role of resilience and student-teacher relationship to parent-child separation-PTSS among left-behind children in China," Children and Youth Services Review, Elsevier, vol. 139(C).

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