ArticleFrontiers in psychology2026
The impact of early childhood grandparenting on deviant behaviors among rural junior high school students.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Grandparenting is a prevalent form of early childcare in rural China, yet its long-term effects on adolescent development remain controversial. This study investigates whether early childhood grandparenting, compared with parental care, influences deviant behaviors among rural junior high school students and explores the mediating mechanisms and heterogeneous effects. Methods: Using data from the China Education Panel Survey, this study analyzed a sample of 4,746 rural junior high students. Multiple linear regression and propensity score matching were employed to estimate the effect of early childhood grandparenting on deviant behaviors. Mediation analysis was conducted using the KHB method to examine four pathways derived from Problem Behavior Theory: parent-child relationship, parent-child communication, future-oriented confidence, and self-control. Heterogeneity in the effects by gender, only-child status, early family economic conditions, and preschool education was also assessed. Results: Early childhood grandparenting significantly increased deviant behaviors among rural junior high students. This effect was robust to various specification checks, including doubly robust models and omitted variable tests. Heterogeneity analyses showed stronger effects among female students, those from poorer early economic backgrounds, and those without preschool education. Mediation analysis revealed that the four mechanisms jointly explained 80.44% of the total effect, with future-oriented confidence exhibiting the largest mediating proportion (25.67%), followed by parent-child communication (23.01%). Discussion: Early childhood grandparenting poses a long-term risk of exhibiting deviant behaviors among rural adolescents, primarily by weakening the perceived environment and personality systems within Problem Behavior Theory. These findings highlight the need for targeted interventions that enhance parent-child communication and strengthen future-oriented confidence, particularly for economically disadvantaged children and those without preschool education.
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