The influence of left-behind adolescent’s perceived discrimination on school adaptation: A moderated mediation model

Lv, Guorong; Zhou, Yan; Bing, Qian

doi:10.1007/s12144-021-01588-9

Cited by 5 publications

(3 citation statements)

References 29 publications

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“… 29 Resilient left-behind adolescents tend to actively engage in school activities, achieve academic success, and demonstrate strong social adaptability. 30 , 31 Although previous studies have highlighted the role of resilience as a buffer against risk, promoting positive development in the face of adversity, 27 , 28 , 30 a gap remains in understanding the links between resilience and different subgroups of positive development.…”

Section: Introductionmentioning

confidence: 99%

Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?

Chen,

Zhang

et al. 2024

PRBM

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Purpose Despite increased attention to the positive development of left-behind adolescents, research findings remain inconclusive. Utilizing latent profile analysis, we identified various positive development profiles among the left-behind adolescents and explored the association between resilience and positive development profiles, alongside the mediating role of making sense of adversity. Methods A multi-stage cluster sampling procedure was employed, randomly selecting four provinces–Zhejiang, Guangdong, Henan, and Jiangxi–from the central and coastal regions. The sample comprised 718 left-behind adolescents recruited from primary and junior high schools across grades 4, 5, 7, and 8. Three scales were utilized, and analyses included latent profile analysis and mediation analysis. Results Three latent subgroups of positive development among left-behind adolescents were identified: low, moderate, and high. Those with higher resilience and positive perceptions of adversity tended to belong to the high group rather than the low (β = −0.45, p < 0.001; β = −0.09, p < 0.001) or moderate group (β = −0.23, p < 0.001; β = −0.04, p < 0.05). Left-behind adolescents with higher negative perceptions of adversity tended to belong to the high group rather than the moderate group (β = −0.07, p < 0.01). Mediation analysis revealed that resilience facilitated the development of positive appraisals of adversity, subsequently increasing the likelihood of being categorized into the high (95% CI of −0.09 to −0.03) or moderate group (95% CI of −0.05 to −0.01) rather than the low group. Conclusion These findings hold significant implications for intervention formulation. Educators should focus on strengthening resilience and fostering positive perceptions of adversity among the low group. For the moderate group, maintaining moderate negative perceptions of adversity may stimulate the intrinsic potential for positive development more effectively.

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Section: Introductionmentioning

confidence: 99%

Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?

Chen,

Zhang

et al. 2024

PRBM

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“…Low self-worth will lead adolescents to choose withdrawal in cooperative situations (Liu, 2021), adopt avoidant individual behaviors and strategies (Oxman-Martinez et al, 2012;Aaldering et al, (2018)), and reduce the frequency of making more reciprocal behaviors (Cason et al, 2019). These actions will make it more difficult for children to establish good and trust partnerships and undermine social adaptation (Lv et al, 2023;Hood et al, 2016;Ren et al, 2017), and have lower levels of wellbeing and self-worth. Studies have shown that individual quality and ability, some social biases and attitudes are all the reasons for discrimination perception (Liu et al, 2011;Crocker & Major, 1989).…”

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confidence: 99%

“…In addition, daily academic performance, class atmosphere, and relationship with teachers and classmates can also lead to discrimination perception (Liu & Shen, 2010). The existence of discrimination perception will aggravate the frequency of these negative reactions and problem behaviors of left behind children, and these negative reactions and problem behaviors will continue to affect the healthy growth of them (Lv et al, 2023;Zhao et al, 2019;Ye, 2020). It shows individuals' problem behavior is closely related to discrimination perception (Zhang et al, 2023b;Zhang et al, 2015;Hood et al, 2016;Lan et al, 2018).…”

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confidence: 99%

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

Fu,

Zhu,

Chai

et al. 2024

Humanit Soc Sci Commun

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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.

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Network Approach Reveals that School Adaptiveness, Not Parenting Style, is the Central Connector to Adolescents’ School Refusal Behavior

Chen,

Su,

Chen

et al. 2024

Chin. Polit. Sci. Rev.

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The influence of left-behind adolescent’s perceived discrimination on school adaptation: A moderated mediation model

Cited by 5 publications

References 29 publications

Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?

Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?

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

Network Approach Reveals that School Adaptiveness, Not Parenting Style, is the Central Connector to Adolescents’ School Refusal Behavior

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