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Discrimination perception and problem behaviors of left-behind children in China: the mediating effect of grit and social support

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  • Wangqian Fu

    (Beijing Normal University)

  • Yuehua Zhu

    (Zhengzhou University)

  • Hongqin Chai

    (Beijing Sport University)

  • Rui Xue

    (Beijing Sport University)

Abstract

The study aims to explore the protection effect of grit as a personal quality and social support as an environmental factor in the association between left-behind children’s discrimination perception and problem behavior. A total of 457 left-behind children in China were recruited to complete the Discrimination Perception questionnaire, Social Support Scale, Short Grit Scale, and Problem Behavior Questionnaire. It found discrimination perception could positively associate with the problem behaviors of left-behind children. Grit played a mediating role in the relationship of left-behind children’s discrimination perception on problem behaviors. Social support played a mediating role in the association of left-behind children’s discrimination perception on problem behaviors. The higher the left-behind children’s discrimination perception, the lower their grit level, and the less social support led to the more prone to problem behaviors.

Suggested Citation

  • Wangqian Fu & Yuehua Zhu & Hongqin Chai & Rui Xue, 2024. "Discrimination perception and problem behaviors of left-behind children in China: the mediating effect of grit and social support," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-9, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03153-8
    DOI: 10.1057/s41599-024-03153-8
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    References listed on IDEAS

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    1. Cason, Timothy N. & Lau, Sau-Him Paul & Mui, Vai-Lam, 2019. "Prior interaction, identity, and cooperation in the Inter-group Prisoner's Dilemma," Journal of Economic Behavior & Organization, Elsevier, vol. 166(C), pages 613-629.
    2. Holland Banse & Natalia Palacios, 2018. "Supportive classrooms for Latino English language learners: Grit, ELL status, and the classroom context," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(6), pages 645-656, November.
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