ArticleFrontiers in psychology2023
How to promote the social-emotional competence of rural left-behind children? An empirical study based on propensity score matching.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Urbanisation and mental health in left-behind children: systematic review and meta-analysis using resilience framework.Pediatric research · 2025Pooled it
- The influence of teacher care on middle school students' social-emotional competence: evidence from the China Education Panel Survey (2013-2014).Frontiers in psychology · 2026Article
- Labor migration in rural Nepal Arghakhanchi communities: impacts on left-behind caregivers and children.BMC public health · 2025Article
- When left-behind children become parents in rural china: does their emotional expressiveness influence children's social-emotional competence?BMC psychology · 2025Article
- Psychological wellbeing and social emotional competence of Chinese children and adolescents in the post-pandemic era: patterns, determinants, and interrelations.Frontiers in public health · 2025Article
- The impact of left-behind experience on urban identity of new-generation migrant workers.PloS one · 2024Article
- Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?Psychology research and behavior management · 2024Article
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Authors and funding
5 authors.
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Abstract
Social-emotional competence (SEC) played an important role in promoting the physical and mental development of children, but there exist huge gaps in SEC development between rural left-behind children. This study used propensity score matching (PSM) to investigate 578 rural children about the effects of being left behind as well as individual characteristics and teacher support on their development of SEC. The results showed that being left behind had significant negative effects on the SEC of rural children. The development of SEC varies among left-behind children of different genders and length of left-behind duration. Teacher support had a significant moderating effect on the influence path of SEC, which could effectively mitigate the negative effects of left-behind children. Therefore, this study played an implicative role in studying the development of left-behind children's SEC. The government and society should provide adequate cultural capital by completing the support system for compensating the lack of cultural capital. Schools and teachers should pay more attention to the development of left-behind children's SEC through curriculum development and performance evaluation to create a positive atmosphere. Parents should promote SEC development for left-behind children by improving their communication and family parenting styles.
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