ArticleChild and adolescent psychiatry and mental health2023
Peer effects of depression between left-behind and non-left-behind children: quasi-experimental evidence from rural China.
Article in Child and adolescent psychiatry and mental health, 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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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it, 10 citations in OpenAlex.
- A Meta-Analytic Review of Personality and Teacher-Student Relationships.Journal of personality · 2025Pooled it
- Assessing the Potential Cumulative Effects of Longitudinal Interventions for Depression and Deviant Peer Association on Academic Achievement: a Causal Inference Approach.Prevention science : the official journal of the Society for Prevention Research · 2026Article
- Associations Between Peer Relationships and Depressive Symptoms in Rural Children: Undirected and Bayesian Network Analyses.Child psychiatry and human development · 2025Article
- Family-centered mental health care for left-behind children in Chinese ethnic minority concentrated areas: a psychiatric nursing framework for rural education settings.Frontiers in public health · 2025Article
- Contagion of depression: a double-edged sword.Translational psychiatry · 2024Article
- The association between expressive suppression and anxiety in Chinese left-behind children in middle school: serial mediation roles of psychological resilience and self-esteem.BMC psychiatry · 2024Article
- Risk and Protective Factors of Depression in Family and School Domains for Chinese Early Adolescents: An Association Rule Mining Approach.Behavioral sciences (Basel, Switzerland) · 2023Article
Corrections and comments
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Authors and funding
5 authors at 1 institution in 1 country.
Funding
Abstract
purposeThe aim of the study is to investigate the interactive influence of depression on left-behind (LB) and non-left-behind (NLB) children from the perspective of peer effects. The roles of teachers, parents, and friends are also explored.
methodsData on 1817 children, 1817 parents, and 55 teachers were obtained from a field survey in December 2021. All students in the sample were randomly assigned to classrooms. A peer effect model and OLS methods were used to estimate the peer influence of depression. Robustness tests were conducted by randomly removing schools from the sample.
resultsDepression was contagious among different groups of rural children, and the peer effect of the NLB children's depression played a dominant role. Both LB and NLB children were more affected by their NLB classmates' depression. LB children were not significantly affected by depression in other LB children. This conclusion remains robust after robustness testing. In addition, heterogeneity analysis showed that outgoing and cheerful teachers, effective parent-child communication and high-quality friendship all alleviated peer influence on depression.
conclusionsLB children have more severe depression than NLB children, but LB children are more affected by depression in their NLB peers. Policymakers should train teachers to engage in positive communication with students to improve mental health in children. In addition, this article recommends that children move and live with their parents when family conditions permit.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.