Teacher support, peer support, and externalizing problems among left-behind children in rural China: Sequential mediation by self-esteem and self-control

被引：24

作者：

Zhang, Ruiping ^{[1
]}

Qiu, Zeguo ^{[2
,3
]}

Li, Yajun ^{[4
]}

Liu, Lihong ^{[2
]}

Zhi, Suhua ^{[5
]}

机构：

[1] Zhengzhou Univ, Sch Educ, Zhengzhou 450001, Peoples R China

[2] Guangdong Univ Foreign Studies, Dept Appl Psychol, Guangzhou 510420, Peoples R China

[3] Univ Queensland, Sch Psychol, Brisbane, Qld 4072, Australia

[4] Henan Teaching & Res Off Basic Educ, Zhengzhou 450000, Peoples R China

[5] Guangzhou Acad Fine Arts, Art Sch, Guangzhou 510006, Peoples R China

来源：

CHILDREN AND YOUTH SERVICES REVIEW | 2021年 / 121卷

关键词：

Left-behind children; Teacher support; Peer support; Self-esteem; Self-control; Externalizing problems; PERCEIVED SOCIAL SUPPORT; PSYCHOLOGICAL ADJUSTMENT; SCHOOL CLIMATE; BEHAVIOR; IMPACT; HEALTH; INTERVENTION; PERCEPTIONS; LONELINESS; RESILIENCE;

D O I：

10.1016/j.childyouth.2020.105824

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

Social support can mitigate the negative effects of being left-behind for children on adverse outcomes like externalizing problems. Self-esteem and self-control were found to be positively associated with social support and negatively with children's externalizing problems. This study aimed to investigate whether self-esteem and self-control mediated the associations of teacher support and peer support with externalizing problems. Survey data were gathered from a cross-sectional study of left-behind children in a rural region in Henan Province, China (N = 301). Structural equation modelling indicated that the associations of teacher support and peer support with externalizing problems were mediated by self-esteem and in turn self-control. Peer support, but not teacher support, was negatively and directly linked to externalizing problems above the mediation effect. This study indicated a sequential mediation model from teacher and peer support to left-behind children's externalizing problem behaviors via self-esteem and in turn self-control. These findings may provide some guidance for the intervention programs to reduce externalizing problems in left-behind children.

引用

页数：7

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