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Perceived Stress, Social Support, Emotional Intelligence, and Post-Stress Growth among Chinese Left-Behind Children: A Moderated Mediation Model

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  • Lyuci Zhang

    (Department of Education and Music, Hezhou University, Hezhou 542899, China
    Department of Foundations of Education, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Samsilah Roslan

    (Department of Foundations of Education, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Zeinab Zaremohzzabieh

    (Department of Foundations of Education, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Yuqin Jiang

    (Department of Education and Music, Hezhou University, Hezhou 542899, China)

  • Sumei Wu

    (Department of Education, Guangxi Normal University, Guilin 541004, China)

  • Ye Chen

    (Mental Health and Education Counselling Center, Guangxi University of Science and Technology, Liuzhou 545006, China)

Abstract

Background: Several previous studies have revealed a negative impact of perceived stress on post-stress growth. Nevertheless, the potential mediating and moderating mechanisms are unclear, particularly for left-behind children in China. Therefore, this study aims to investigate the negative relationship between perceived stress and post-stress growth, the mediating effect of social support, as well as the moderating effect of emotional intelligence in a sample of Chinese left-behind children. Methods: A sample of 837 Chinese students in elementary and middle school was collected for this study. The Perceived Stress Scale, the Social Support Scale, the Emotional Intelligence Scale, and the Post-Stress Growth Scale were employed to examine them. The data were analyzed using SPSS 25.0 software. Results: The results indicate a significant negative association between perceived stress and post-stress growth. Among perceived stress and social support, the former acted as a mediator, while the latter as a moderator. This study sheds light on the post-stress growth of Chinese left-behind children. The findings validated a model of moderated mediation that shows the relationship between perceived stress, emotional intelligence, social support, and post-stress growth. Conclusion: This study confirmed that social support is one of the most important factors among left-behind children, from perceived stress to post-stress growth. Furthermore, the study reveals that emotional intelligence can adjust the relationship between perceived stress and social support to post-stress growth. Therefore, for both family education and school education, the result provides a new direction.

Suggested Citation

  • Lyuci Zhang & Samsilah Roslan & Zeinab Zaremohzzabieh & Yuqin Jiang & Sumei Wu & Ye Chen, 2022. "Perceived Stress, Social Support, Emotional Intelligence, and Post-Stress Growth among Chinese Left-Behind Children: A Moderated Mediation Model," IJERPH, MDPI, vol. 19(3), pages 1-13, February.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:3:p:1851-:d:743492
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    References listed on IDEAS

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    1. Ye Chen & Xinxin Yu & Aini Azeqa Ma’rof & Zeinab Zaremohzzabieh & Haslinda Abdullah & Hanina Halimatusaadiah Hamsan & Lyuci Zhang, 2022. "Social Identity, Core Self-Evaluation, School Adaptation, and Mental Health Problems in Migrant Children in China: A Chain Mediation Model," IJERPH, MDPI, vol. 19(24), pages 1-11, December.

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