Does Parental Migration Affect Left-Behind Children’s Social Anxiety?A Systematic Review and Meta-Analysis

Social anxiety is a common psychological problem among left-behind children(LBC)and has been a popular issue in recent years.Children with higher levels of social anxiety have more emotional and behavioral problems and are prone to negative life events.Although several studies have explored the differences in social anxiety between LBC and non-left-behind children(N-LBC),the findings have not been consistent.In this study,a systematic review and meta-analysis method was used,with 411 papers retrieved on October 01,2023,from Pubmed,Embase,Web of Science,and Chinese databases(CNKI,VIP,and Wanfang)(PROSPERO registry number:CRD42023472463).Twenty-one studies met the research criteria and included 11,254 LBC and 13,096 N-LBC.LBC scored significantly higher for social anxiety([WMD(95%CI):0.35[0.23,0.48],p<0.001])and social avoidance and distress([WMD(95%CI):0.35[0.23,0.48],p<0.001]).Subgroup analyses showed significant differences in effect sizes for the overall proportion of children left behind(p=0.02).In addition,different types of parental migration may influence the social anxiety of LBC,double-parent migration was associated higher social anxiety than father migration(p<0.001).Future research should focus on treatments to decrease social anxiety of left-behind children.These findings suggest that due to the long-term absence of parental migration,LBC are more vulnerable to negative emotional experiences and behaviours such as anxiety,distress,and avoidance during social interaction,especially for those with both parents absent from the home.Future research should focus on treatments to reduce social anxiety in LBC.

Research on Localized English Education for Transnational Left-behind Children in the Context of English Global Localization: A Case Study of Wenzhou Overseas Chinese Hometown

With the increasing development of English globalization,the trend of combining English with local cultures has become more evident.This research focuses on five schools in the Wenzhou overseas Chinese hometown to investigate the current status of English education from the perspectives of teachers,students,and textbooks.The aim was to propose bilingual education strategies for the education of transnational left-behind children(TLC).By examining the situation of English education in this specific context,this study sought to address the unique challenges faced by TLC and provide effective educational approaches.Interviews,observations,and document analysis were employed to gather data by means of questionnaire research methods.The findings of this study settled on the improvement of bilingual education for TLC and insights into enhancing English education in multicultural settings.

The Relationship between Rural Left-Behind Children’s Physical Activity and Hope:The Mediating Effects of Perceived Social Support

It has been confirmed in previous studies that there is a positive correlation between physical activity and hope.In this study,rural left-behind children in China was taken as the participants to investigate the impact of physical activity on hope in rural left-behind children and examine the mediating role of perceived social support in the relationship between physical activity and hope.797 valid copies of the questionnaire were collected from China.Pearson correlation coefficient was employed to analyze the relationship between physical activity and hope;SEM and Bootstrap were used to test the mediating effect of perceived social support.The results show that physical activity can not only directly and positively predict the level of hope in rural leftbehind children but can also predict the level of hope through perceived social support;perceived social support plays a mediating role in the relationship between physical activity and hope.These results highlight the necessity to pay more attention to the physical activity of left-behind children and the possibility to improve the level of hope by increasing their physical activity;at the same time,the acquisition of more material,emotional and psychological support from teachers and guardians is more conducive to improving the sense of hope in left-behind children.These findings can deepen the understanding of the sense of hope in left-behind children,and provide new methods for and enlightenments on improving the level of hope in left-behind children.

The Correlation between Social Anxiety and Loneliness of Left-Behind Children in Rural China: Effect of Coping Style

In this study, the relationship between social anxiety, coping style and loneliness amongst left-behind children was investigated. The participants were 773 left-behind children recruited from 8 junior middle schools in rural areas of Zhejiang Province in China who completed the Social Anxiety Scale for Children, Simplified Coping Style Questionnaire and Children’s Loneliness Scale. Results show that there was a moderate correlation between social anxiety and loneliness, and these variables had a significant negative relationship with positive coping style and a significant positive relationship with negative coping style. Furthermore, the left-behind children’s social anxiety, coping style and loneliness were different within specific demographic groups, such as gender, only child status and different type of parental work. Also negative coping style moderated the association between loneliness and social anxiety, so that children who were more likely to use negative coping strategies showed a stronger relationship between social anxiety and loneliness. Finally, the left-behind children’s social anxiety not only directly predicted their loneliness, but also had an indirect effect mediated by their copying style.

Emotional and Behavioral Problems of Left-Behind Children in Impoverished Rural China:A Comparative Cross-Sectional Study of First Grade Junior High School

Objective:To investigate the prevalence of emotional and behavioral problems and related factors of left-behind children in impoverished rural China(mainly in thefirst grade of junior high school).Methods:A cross-sectional survey of rural households in 27 poverty-stricken counties in 12 provinces across China was conducted using the Strengths and Difficulties Questionnaire(SDQ).Results:The prevalence of emotional and behavioral problems in left-behind children was 11.7%,and that of non-left-behind children was 8.9%.There was statistical difference between the two groups(P<0.01).There are no differences between the two groups in terms of the various factors of SDQ.The incidence of insomnia in the left-behind group was 58.3%,which was higher than that in the non-left-behind group 50.9%(P<0.01);loneliness(62.1%vs.51.8%,P<0.01);running away from home(23.1%vs.18.8%,P<0.01),and self-injury behavior(16.8%vs.12.2%,P<0.01).Left-behind children are more likely to have negative psychological feelings including insomnia,loneliness,self-injury,and run away from home.They also experienced more bullying including maliciously teased by peers,intentionally excluded or isolated,physically threatened or intimidated.All of these factors are associated with their abnormal emotional and behavioural development.Conclusion:The incidence of emotional and behavioral problems of left-behind children in rural areas in poverty-stricken areas is significantly higher than that of non-left-behind children;Logistic regression analysis showed that bullying behavior and abnormal psychological characteristics are significantly associated with left-behind adolescents abnormal emotional and behavioral development.

Parental Migration and the Academic Performance of Left-behind Children——Evidence from a Two-wave Panel Dataset of 10 Thousand Students in 5 Provinces in China

Since the 1990s, the large-scale migrant labor force from rural to urban areas has made great contributions to the growth in China. However, migration does not come without costs. The potential impacts of parental migration on the left-behind children have aroused wide concerns. Based on a two-wave panel dataset of nearly 10 thousand students in 166 schools from 13 counties in 5 provinces between 2014 and 2015, differences-in-differences （DID） and propensity score matching plus DID （PSMDID） approaches were used to examine the changes in academic performances before and after the parental out-migration. The results indicated that the mother only migration has a significant negative impact on the a- cademic performances of left-behind children, and it was especially true when the mother only migration lasted more than a semester. For left-behind children whose parents were out or only the father was out, their academic performances were not affected.

Parental Migration’s Effects on the Academic and Non-Academic Performance of Left-Behind Children in Rural China

This study investigates the impact of parental labor migration on the academic achievements and non-academic growth of left-behind children in fourth and seventh grades. Employing survey data collected from rural China in 2014, 2015, and 2016, we examine the effect of parental absence on children's academic achievement using Propensity Score Matching(PSM) and Difference in Difference(DID) methods. The results demonstrate that left-behind children whose parents have migrated for one year have statistically significantly lower academic scores. Academic scores drop lower for fourthgrade students and students from higher-income families. There are also adverse effects on left-behind children's confidence, teacher-student relationships, subjective well-being, and educational expectations if parents migrate for one year. Surprisingly, if parental migration lasts longer(totaling two years), these adverse effects disappear, and student's educational expectations even improve. These results may be because, over time, the adverse effects that occur immediately after parental migration are offset by the positive effects of migration(i.e. higher income). These conclusions can inform migrant parents on ways to utilize their resources to improve the academic performance of their left-behind children.

Dietary Behaviors and Influencing Factors among Rural Left-behind Children Aged below 7 Years in China

Left-behind children comprise a special population inChinese rural areas. According to the 2007 China Census,the number ofleft-behind children aged≤14 years was estimated at 58 million which suggested that these childrencon stituted a

A Study of English Learning Motivation of Left-behind Children from the Perspective of L2 Motivational Self System

A survey carried out among 286 left-behind children in a middle school through the lens of L2 Motivational Self System presents that although left-behind children possess low level of English learning motivation,they are favorably disposed towards studying English.Among the three dimensions of L2 Motivational Self System in this survey,L2 Learning Experience influences English learning motivation of left-behind children most and Ideal L2 Self with Ought-to L2 Self ranks the second in affecting their motivation.Practicalimplications are also provided.

Path of Student Volunteer Organizations in Agricultural Universities for Serving Rural Left-behind Children: A Case Study of Northwest A&F University

Most volunteer organizations in universities focus their attention on urban communities and residents,but neglect rural residents.Agricultural universities have responsibilities and conditions to serve rural areas,and should bring into play their leading role. This study surveyed situations of volunteers of Northwest A&F University serving rural left-behind children,and found that there are problems including weak volunteer awareness,unstable organization members,imperfect organization construction,and lack of effect incentive mechanism. Finally,it came up four recommendations: strengthening " active service" ideological education,improving management system construction,establishing incentive mechanism,and setting up brand project,to provide feasible path for agricultural universities serving rural weak groups in a better way.

Good Experience of Values Education Mode in the UK and the US for the "Left-behind" Children's Values Education in China

Based on the development status and development characteristics of the "left-behind" children, we analyze the current situation of the "left-behind" children's values education in China. After studying the training methods and mode of young people's values in the US and Europe, we reflect on the "left-behind" children's values education in China, and point out the following deficiencies in the "left-behind" children's values education in China: the traditional Chinese culture is at the ebb, and socialist core values have not received close attention, being developed sluggishly; the educational content is stale and the method is single; the rise of science education leads to the decline of humanities education, hindering comprehensive human development. We draw the following precious experience from the values education in the UK and the US for the "left-behind" children's values education in China: laying great emphasis on humanities education, to promote comprehensive human development; seeking and reshaping the mainstream values under plural values; giving full play to the social forces, to promote the development of the "left-behind" children's values education.

Preliminary Study on Crime Prevention of Left-behind Children in Rural China

In the process of social and economic development in China,there appears the inevitable problem of crime of left-behind children.Extensive researches and disputes prove that it is,to a greater extent,a social phenomenon resulted from social factors. It is recommended to improve the treatment of migrant workers and solve the problem of school admission for their children,provide effective legal education for those left-behind children whose problem can not be solved in a short term,and supplement the guardianship role to control the crime rate of leftbehind children. Another more effective method is to resume effective control of people's social life through the rural cultural tradition,to fundamentally prevent crime of left-behind children.

Psychological Capital Status of Left-Behind Rural Children in China and Its Relationship with Mental Health

Background:The mental health of left-behind rural children of China has become a prominent social problem.At the same time,psychological capital has become a positive psychological resource to promote personal growth.However,the relationship between psychological capital and mental health of left-behind rural children has not been explored.Method:A total of 332 left-behind rural children were investigated using a questionnaire of psychological capital and mental health scale.The psychological capital status of left-behind rural children and its impact on mental health were analyzed.Results:(1)Left-behind rural children were found to have a psychological capital score of was 3.16±0.56;Gender,age,grade,and school style had no significant effect on psychological capital.(2)Left-behind rural children obtained a mental health score of 2.21±0.5 G and gender,age,grade,and school style had no significant effect on mental health.(3)A significant negative correlation is found between psychological capital and mental health scores of left-behind rural children.Regression analysis shows that psychological capital is negatively correlated with mental health scores.Conclusion:The psychological capital of left-behind rural children can positively predict their mental health,and thus developing the former can promote the latter.

Current Situation and Mental Health and Intervention Measures of Left-behind Children

In the Outline of the Twelfth Five-Year Plan for National Economic and Social Development of the People's Republic of China,it proposed of improving distribution and form of urbanization and strengthening urbanization management. With acceleration of the urbanization,numerous rural labors flow to cities,and the number of left-behind children becomes increasingly large,which not only increases burden of family and education,but also gives rise to many mental problems. Due to lack of family education,many left-behind children have mental,emotional and ethical disorder and problem,which creates hidden trouble for building a harmonious society and economic development. This paper analyzed current situation and factors influencing mental health of left-behind children,including family environment,grandparent upbringing,and school environment. Finally,it came up with pertinent intervention measures from changing ideas of parents,improving the relationship between parents and children,and improving mental health education of schools.

A Survey on English Reading Status of Left-behind Children in Rural Areas of Northern China

Taking Suining County in Xuzhou city of Jiangsu province as the survey subject,this paper is to study the current English reading situation of the left-behind children based on a questionnaire survey of 472 respondents from 4 primary and middle schools in rural areas.The result indicated that there are serious problems in the current situation of English reading among left-behind children in rural areas,which are as follows:insufficient reading time and books,few access to having books,increased digital reading,many reading disabilities,poor reading environment,etc.This paper analyzes the reasons and gives corresponding countermeasures for society,school and family,to improve the English reading condition of rural left-behind children and to better promote their reading ability and habits.It also provides the reference for narrowing the disparity gap of reading resources services between urban and rural China.

A Study on Left-behind Children's Communicative Willingness and Language Ability under the Influence of Internet Addiction--A Case Study of Zhejiang Province

This research studies the language communication barrier of left-behind children under the influence of Internet addiction.Leftbehind children aged 8-13 in primary school were taken as the research object.A total of 320 left-behind children from 10 primary schools in 5 regions of Zhejiang Province were selected as the research objects.In addition,30 primary school language teachers in Zhejiang Province were interviewed to explore the communicative willingness and language expression of left-behind children under the influence of"Internet addiction,"analyze the obstacle factors affecting the language communicative ability,and put forward corresponding opinions and suggestions.

Research on The Social Assistance of Left-behind Children in Rural Areas under The Policy of Precise Poverty Alleviation

With the development of economy, a large number of surplus labor force in rural areas has been transferred to cities, resulting in the increasing number of left-behind children in rural areas. Left-behind children are in a critical period of ideological enlightenment, accepting obligation education, outlook on life and world outlook, and the absence of parental care and education has a negative impact on their growth. It is an important problem to solve this problem in every aspect of society.

Research of Problems of Left-behind Children in the View of Inclusive Education

Inclusive Education is one of the most advanced educational concepts at the present time. It advocates raising the participation of children and alleviating the exclusion problems between them at the same time. Although China is a large agricultural country, under the situation of fast-growing economic development, an increasing number of adults prefer to work in big city,we call this"working fever". This situation contributes to a growing number of Left-behind children, the problem became severer. As a major receiver of basic education in China, Left-behind children may easily suffering from the problems due to their family. This violates the original intention of Inclusive Education.

Application of Movie-based App in Left-behind Children’s EFLL earning

China has been witnessing an immense number of left-behind children due to annual parental rural-to-urban immi-grant working.As a special educational group,the status quo of left-behind children’s English as a foreign language(EFL)learning is not very optimistic.Combiningmobile--assistedlanguage learning(MALL)with traditional foreign language instruction,classroom teaching with off--class mobile learning,Englishmovie--basedApp with functions of bilingual caption setting,unknown words con-sulting,consolidation drills and English proficiency test can be employed to promote left-behind children's EFL learning.

海外学前儿童绘本式中文教材的编写价值及建议

随着海外中文学习者低龄化趋势日益显著,面向学前儿童的中文教材亟须加强规划。绘本是一种深受学前儿童喜爱的、图文并茂的文学艺术形式。编写绘本式中文教材,综合运用多种模态代入情境,使教学内容贴近学前儿童的生活现实和心理现实,对实现育人目标、促进国际中文教育产业化发展、向海外儿童讲好中国故事有现实意义。绘本式中文教材的编写要充分吸收学前儿童发展心理学等多学科的研究成果,顺应学前儿童生理、心理、活动、感知觉等的发展过程,凭借多样的主题、生动的图文、灵活的形式打造特色鲜明、科学适用的学前儿童中文教材,推动国际中文教学资源优化创新。