Left‐BehindChildren's Grandparent–Child and Parent–Child Relationships and Loneliness: A Multivariable Mediation Model

Abstract

ObjectiveThe current study tested the association between family relationships and left‐behind children's loneliness, as well as mediators of those associations.BackgroundThere is considerable concern in China about the psychological well‐being of rural children whose parents move to urban areas for work, so‐called left‐behind children. However, there have been inconsistent results in the research concerning loneliness for these children.MethodParticipants were Chinese left‐behind children from rural families in which one or both parents had left to work in an urban area (N = 399; 139 females; 11–16 years of age). The children completed questionnaires on grandparent–child relationships, parent–child relationships, emotional intelligence, peer relationships, and loneliness.ResultsPositive parent–child relationships were negatively associated with left‐behind children's loneliness. Path analysis showed that more positive grandparent–child and parent–child relationships were associated with a higher level of emotional intelligence and better peer relationships, which in turn were negatively associated with lower child loneliness. Moreover, the unique effect of parent–child relationships was higher than that of grandparent–child relationships in predicting left‐behind children's loneliness.ConclusionIt appears possible that a positive relationship with grandparents can lessen the loneliness experienced by left‐behind children, but the parent–child relationship is still more important for this aspect of psychological adjustment. Emotional intelligence and peer relationships appear to be mechanisms that account for the association between positive family relationships and lower loneliness in this group of children.ImplicationsThe results are discussed in terms of the role that parents and grandparents can play in interventions to help this population.

Perceived risk, Positive Youth–Parent Relationships, and Internalizing Problems in Adolescents: Initial Development of the Meaningful School Questionnaire

“…The results also showed that positive youth–parent relationships mitigated the adverse impact of coronavirus risk perception on youth internalizing problems. Consistent with the results of the present study, previous research indicated that more positive youth–parent relationships were associated with greater positive social, emotional, and behavioral outcomes (e.g., better peer relationships, prosocial behaviors), which in turn were negatively related to lower children and adolescents’ mental health challenges (Buist et al, 2017 ; Song et al, 2020 ; Wang et al, 2014 ). Quality of parenting relationships was associated with various externalizing problems such as antisocial behaviors and deviant peer associations (Wissink et al, 2006 ).…”

Grandparent-child cohesion, friendship quality, and left-behind children’s positive/negative affect in rural China

“…Grandparent-child cohesion, an important indicator reflecting the quality of the grandparent-child relationship, is considered to have a significant impact on left-behind children’s emotional adaptation (Li et al, 2021; Song et al, 2018, 2021; Zhao et al, 2016; Zhou et al, 2021). According to the intergenerational solidarity theory (Bengtson and Roberts, 1991), positive cohesion with grandparents may positively influence children’s daily emotions.…”

Effects of parental migration on Chinese children's mental health: mediating roles of social support from different sources

“…Third, this study failed to identify the specific source of family support that caregivers or migrant parents offer. One study found that the quality of the parent–child relationship was more closely related to left‐behind children's loneliness than grandparent–child relationship quality (Song et al, 2021). Further work can explore the distinct roles that migrant parent(s) and stay‐behind caregivers can play in supporting left‐behind children.…”