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Chen X, Chen R, Zhang L, Li Y. Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects? Psychol Res Behav Manag 2024; 17:2121-2133. [PMID: 38807935 PMCID: PMC11131951 DOI: 10.2147/prbm.s454385] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Accepted: 04/29/2024] [Indexed: 05/30/2024] Open
Abstract
Purpose Despite increased attention to the positive development of left-behind adolescents, research findings remain inconclusive. Utilizing latent profile analysis, we identified various positive development profiles among the left-behind adolescents and explored the association between resilience and positive development profiles, alongside the mediating role of making sense of adversity. Methods A multi-stage cluster sampling procedure was employed, randomly selecting four provinces-Zhejiang, Guangdong, Henan, and Jiangxi-from the central and coastal regions. The sample comprised 718 left-behind adolescents recruited from primary and junior high schools across grades 4, 5, 7, and 8. Three scales were utilized, and analyses included latent profile analysis and mediation analysis. Results Three latent subgroups of positive development among left-behind adolescents were identified: low, moderate, and high. Those with higher resilience and positive perceptions of adversity tended to belong to the high group rather than the low (β = -0.45, p < 0.001; β = -0.09, p < 0.001) or moderate group (β = -0.23, p < 0.001; β = -0.04, p < 0.05). Left-behind adolescents with higher negative perceptions of adversity tended to belong to the high group rather than the moderate group (β = -0.07, p < 0.01). Mediation analysis revealed that resilience facilitated the development of positive appraisals of adversity, subsequently increasing the likelihood of being categorized into the high (95% CI of -0.09 to -0.03) or moderate group (95% CI of -0.05 to -0.01) rather than the low group. Conclusion These findings hold significant implications for intervention formulation. Educators should focus on strengthening resilience and fostering positive perceptions of adversity among the low group. For the moderate group, maintaining moderate negative perceptions of adversity may stimulate the intrinsic potential for positive development more effectively.
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Affiliation(s)
- Xin Chen
- Institute of Psychology & Behavior, Henan University, Kaifeng, People’s Republic of China
| | - Ru Chen
- School of Education, Shanghai Normal University, Shanghai, People’s Republic of China
| | - Lulu Zhang
- College of Education Science, Henan Institute of Science and Technology, Xinxiang, People’s Republic of China
| | - Yanhua Li
- School of Education, Shanghai Normal University, Shanghai, People’s Republic of China
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Wang F, Yang S, Wang Y, Liu Z. Long-term effects of various experiences of parental migration on adult health: A nationwide survey in China. Int J Soc Psychiatry 2024; 70:554-562. [PMID: 38193432 DOI: 10.1177/00207640231221100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/10/2024]
Abstract
BACKGROUND Despite numerous literature studies on the short-term effects of diverse experiences of being left-behind, migrant, or both on children, the research on their long-term effects remains inadequate. The purpose of current study is to explore the long-term impact of being left-behind, migrant or experiencing both during childhood on health in adulthood. Simultaneously, we investigate the impact of psychological resilience on adults in the presence of diverse experiences of parental migration. METHOD A total of 2,371 samples were selected from 28 provinces in China, consisting of 656 participants who had been left behind but never migrated (PLBNM), 205 participants who had migrated but never been left behind (PMNLB), 265 participants who had both been left behind and migrated (PLBM), and 1,245 participants who had no left-behind/migrant experiences (NLBM). The mental health, health condition, and psychological resilience were measured using the 12-item General Health Questionnaire (GHQ-12), Self-Rated Health, and the Connor-Davidson Resilience Scale (CD-RISC), respectively. RESULTS The results of the regression model indicated that PLBNM (OR = 2.10, 95% CI [1.59, 2.77], p < .001), PMNLB (1.93, [1.27, 2.94], p < .01), and PLBM (2.01, [1.37, 2.94], p < .001) displayed lower self-rated health compared to NLBM. However, only PLBNM (1.29, [1.05, 1.58], p < .05) reported higher mental health problems compared to NLBM. Our results also showed a strong association between psychological resilience and adults' lower self-rated health (0.72, [0.64, 0.82], p < .001). CONCLUSION The negative long-term impact of various experiences regarding being left-behind, migrant, or both, on adult's mental health and self-rated health were more pronounced. The Chinese government ought to create unique policy frameworks that offer assistance to those adults.
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Affiliation(s)
- Feng Wang
- Department of Health Policy and Management, School of Public Health, Hangzhou Normal University, Hangzhou, Zhejiang Province, P.R. China
- Hangzhou International Urbanology Research Center & Center for Urban Governance Studies, Hangzhou, Zhejiang Province, P.R. China
| | - Shuai Yang
- Department of Sociology, Zhejiang University, Hangzhou, Zhejiang Province, P.R. China
| | - Yan Wang
- Department of Sociology and Culturology, Zhejiang Institute of Administration, Hangzhou, Zhejiang Province, P.R. China
| | - Zhijun Liu
- Department of Sociology, Zhejiang University, Hangzhou, Zhejiang Province, P.R. China
- Social Survey & Research Center, Zhejiang University, Hangzhou, Zhejiang Province, P.R. China
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Shangguan M, Ao C, Zhao J. Parent-Child Cohesion and College Students' Positive/Negative Affect: The Moderating Roles of Sympathetic Nervous System Activity and Parent-Child Separation Experience. J Youth Adolesc 2023; 52:1301-1312. [PMID: 37067641 DOI: 10.1007/s10964-023-01768-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2023] [Accepted: 03/13/2023] [Indexed: 04/18/2023]
Abstract
Parent-child separation caused by parental migration could have adverse effects on individuals' emotional adaptation. However, research on this topic is limited in its focus on childhood or adolescence samples and solely environmental factors, and less is known about how positive environmental factors, biological factors and parent-child separation experience interact to influence emotional adaptation in emerging adulthood. The present study addressed these issues by investigating the relationships between parent-child cohesion and positive/negative affect, and examining the moderating roles of sympathetic nervous system activity (measured by skin conductance level reactivity, SCLR) and parent-child separation experience in the relationships. Data from 248 college students (Mage = 18.91 years, SD = 0.70; 32.3% males), including 158 college students with parent-child separation experience and 90 college students without parent-child separation experience. The results showed that parent-child cohesion predicted college students' positive/negative affect. Moreover, the moderating role of SCLR on the relationship between father-child cohesion and negative affect varied with parent-child separation experience. Specifically, father-child cohesion negatively predicted negative affect when SCLR was lower for college students with parent-child separation experience, while negatively predicted negative affect when SCLR was higher for college students without parent-child separation experience. These results indicate that the interaction pattern of Biological × Environmental predicting college students' positive/negative affect varies across parent-child separation status in childhood or adolescence.
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Affiliation(s)
| | - Chengming Ao
- School of Psychology, Shandong Normal University, Jinan, China
| | - Jingxin Zhao
- School of Psychology, Shandong Normal University, Jinan, China.
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Wang D, Ma Z, Fan Y, Chen H, Liu W, Zhang Y, Zeng H, Fan F. Associations Between Family Function and Non-suicidal Self-injury Among Chinese Urban Adolescents with and Without Parental Migration. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01528-7. [PMID: 37043049 DOI: 10.1007/s10578-023-01528-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/22/2023] [Indexed: 04/13/2023]
Abstract
The study aims to explore the effect of family function on non-suicidal self-injury (NSSI) among Chinese urban adolescents with and without parental migration. Between April 21st to May 12th, 2021, adolescents were recruited from Shenzhen city of Guangdong province, China (n = 124,357). Of all the participants, 22,855 (18.4%) were left-behind children (LBC). Family function, NSSI, depression, and socio-demographic characteristics were assessed using a series of self-reported questionnaires. Urban LBC had a higher NSSI frequency, while a lower level of family function than non-LBC. After controlling for confounders, parental migration was significantly associated with NSSI, and family dysfunction was a robust risk factor for NSSI as well. The protective effect of family function on NSSI of LBC was stronger than non-LBC. This implies that children with higher levels of family function tend to exhibit a lower frequency of NSSI, especially in those with parental migration. In practice, adolescents' NSSI prevention and intervention strategies should focus on improving family function.
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Affiliation(s)
- Dongfang Wang
- School of Psychology, Centre for Studies of Psychological Applications, Guangdong Key Laboratory of Mental Health and Cognitive Science, Ministry of Education Key Laboratory of Brain Cognition and Educational Science, South China Normal University, Guangzhou, China
| | - Zijuan Ma
- School of Psychology, Centre for Studies of Psychological Applications, Guangdong Key Laboratory of Mental Health and Cognitive Science, Ministry of Education Key Laboratory of Brain Cognition and Educational Science, South China Normal University, Guangzhou, China
| | - Yunge Fan
- School of Psychology, Centre for Studies of Psychological Applications, Guangdong Key Laboratory of Mental Health and Cognitive Science, Ministry of Education Key Laboratory of Brain Cognition and Educational Science, South China Normal University, Guangzhou, China
| | - Huilin Chen
- Department of Psychiatry, University of Oxford, Oxford, UK
| | - Wenxu Liu
- School of Psychology, Centre for Studies of Psychological Applications, Guangdong Key Laboratory of Mental Health and Cognitive Science, Ministry of Education Key Laboratory of Brain Cognition and Educational Science, South China Normal University, Guangzhou, China
| | - Yifan Zhang
- School of Psychology, Centre for Studies of Psychological Applications, Guangdong Key Laboratory of Mental Health and Cognitive Science, Ministry of Education Key Laboratory of Brain Cognition and Educational Science, South China Normal University, Guangzhou, China
| | - Huijun Zeng
- Shenzhen Bao'an Institute of Education Sciences, Shenzhen, China
| | - Fang Fan
- School of Psychology, Centre for Studies of Psychological Applications, Guangdong Key Laboratory of Mental Health and Cognitive Science, Ministry of Education Key Laboratory of Brain Cognition and Educational Science, South China Normal University, Guangzhou, China.
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Preston A, Rew L, Young CC. A Systematic Scoping Review of Psychological Capital Related to Mental Health in Youth. J Sch Nurs 2023; 39:72-86. [PMID: 34898323 DOI: 10.1177/10598405211060415] [Citation(s) in RCA: 12] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023] Open
Abstract
Psychological capital (PsyCap) is a term coined in organizational psychology and refers to a person's development of states that motivate behavior. Also known in the literature as PsyCap, this construct typically refers to positive states of hope, self-efficacy, resilience, and optimism that are amenable to intervention and that are related to subjective well-being and life satisfaction. The aims of this systematic scoping review were to explore how PsyCap is described in youth mental health literature and how PsyCap and mental health are related. Results from four databases were reported following PRISMA guidelines. A total of 772 studies were identified and 16 studies were fully reviewed, including an overall sample of 6,772 youth from six countries. PsyCap has a positive relationship with mental health in youth. Future studies should involve school nurses to validate the constructs that characterize PsyCap and validate an instrument for measuring PsyCap in youth mental health in English.
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Affiliation(s)
- Angela Preston
- School of Nursing, 16168University of Texas, Austin, USA
| | - Lynn Rew
- School of Nursing, 16168University of Texas, Austin, USA
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Guerrero-Alcedo JM, Espina-Romero LC, Palacios Garay JP, Jaimes Álvarez FR. Psychological capital in university students: analysis of scientific activity in the scopus database. Heliyon 2022; 8:e11849. [DOI: 10.1016/j.heliyon.2022.e11849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 07/06/2022] [Accepted: 11/16/2022] [Indexed: 11/27/2022] Open
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Huang Y. The role of digital readiness innovative teaching methods in music art e-learning students' satisfaction with entrepreneur psychological capital as a mediator: Evidence from music entrepreneur training institutes. Front Psychol 2022; 13:979628. [PMID: 36160555 PMCID: PMC9497183 DOI: 10.3389/fpsyg.2022.979628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 07/21/2022] [Indexed: 12/03/2022] Open
Abstract
The way of our living and working has changed intensely throughout the past half-century. The era we live in is interlinked with rapid technological changes, paving the way for digitalization. The students are considered digital natives and are expected to have e-learning abilities to improve their academic effectiveness. However, digital readiness is an important factor that can play a valuable role in boosting students' e-learning abilities and satisfaction. The previous studies of students' e-learning abilities revealed the lack of students' digital readiness for academic achievements. Therefore, the present study aims to examine the role of digital readiness in the e-learning satisfaction of students. Based on the theory of motivation, the present study attempts to check the association of digital readiness with e-learning satisfaction. The current study also determines the relationship of digital readiness with entrepreneur psychological capital. Further, this study examines the correlation of entrepreneur psychological capital with e-learning satisfaction. The present study also assumes the mediating role entrepreneur of psychological capital and moderating role of mindfulness. For empirical analyses, this study gathered data from 376 music learning students of entrepreneur training institutes in China through a structured questionnaire method using a convenient sampling technique. This study applied partial least square structural equation modeling for empirical analyses using Smart PLS software. The present study confirmed that digital readiness positively correlates with e-learning satisfaction and psychological capital. The findings also acknowledged that psychological capital positively enhances e-learning satisfaction. The results also confirmed that psychological capital mediates the association between digital readiness and e-learning satisfaction. However, the outcomes revealed that mindfulness does not moderate the association between digital readiness and e-learning satisfaction. On the other hand, the findings acknowledged that mindfulness moderates the relationship between psychological capital and e-learning satisfaction. In addition, this study's findings also serve the literature by providing important theoretical and practical implications. This study points out that digital readiness is an important antecedent to increasing students' learning satisfaction and performance. The findings also suggest that students' mindfulness could play a bridging role in enhancing their performance.
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Affiliation(s)
- Ye Huang
- College of Arts, Xiamen University, Xiamen, China
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He X, Zhang R, Zhu B. A Prospective Study on Resilience Among Children with Different Migrant and Left-behind Trajectories. CHILD INDICATORS RESEARCH 2022; 15:2065-2091. [PMID: 35702331 PMCID: PMC9185725 DOI: 10.1007/s12187-022-09945-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/23/2022] [Indexed: 06/15/2023]
Abstract
UNLABELLED Parental migration has been an important predictor of children's psychological resilience. The present study discusses the effect of parental migration on children's resilience in rural western China from a dynamic viewpoint. Using sequence analysis, this study investigates children's entire migration trajectory over the course of childhood (ages 1-12) and identifies the typical patterns of the dynamic family structure associated with parental migration: continuously nonmigrant (N = 4,238), continuously migrant (N = 923), continuously left behind by one parent (N = 872), continuously left behind by both parents (N = 796) and frequent transition between migrant or left-behind statuses (N = 1,624). The results show that the trajectories of left-behind status and transition have a significant negative impact on children's resilience, which demonstrates that both the effects of parent-child separation and family instability compromise children's psychological functioning. Family resources can buffer these negative effects, but they work asymmetrically across different groups of children. Family economic resources serve as a significant protective factor among children continuously left behind by both parents, while family social resources are more protective for children in unstable families. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s12187-022-09945-1.
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Affiliation(s)
- Xiaochen He
- School of Public Policy and Administration, Xi’an Jiaotong University, 710049 Xi’an, Shaanxi China
| | - Ruochen Zhang
- School of Public Policy and Administration, Xi’an Jiaotong University, 710049 Xi’an, Shaanxi China
| | - Bin Zhu
- School of Public Health and Emergency Management, Southern University of Science and Technology, 518055 Shenzhen, Guangdong China
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Wu H, Cai Z, Yan Q, Yu Y, Yu NN. The Impact of Childhood Left-Behind Experience on the Mental Health of Late Adolescents: Evidence from Chinese College Freshmen. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18052778. [PMID: 33803365 PMCID: PMC7967284 DOI: 10.3390/ijerph18052778] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 02/27/2021] [Accepted: 03/05/2021] [Indexed: 01/22/2023]
Abstract
A paucity of public service afforded to migrant workers often begets a wide range of social problems. In China, hundreds of millions of migrant worker parents have to leave children behind in their hometowns. This paper investigated the long-term effects of the childhood experience of being left behind on the mental well-being of late adolescents. Mandatory university personality inventory (UPI) surveys (involving psychosomatic problems such as anxiety, depression, and stress) were conducted at a university in Jiangsu, China, during 2014–2017. The study sample consisted of 15,804 first-year college students aged between 15 and 28 years. The PSM method and the OLS regression model were employed. Controlling for the confounding factors (gender, age, single-child status, hometown location, ethnicity, and economic status), our empirical investigation demonstrated that childhood left-behind experience significantly worsened the mental health of the study sample, increasing the measure of mental ill-being by 0.661 standard deviations (p < 0.01). Moreover, the effects were consistently significant in subsamples divided by gender, single-child status, and hometown location; and the effects were greater for females, single-child students, and urban residents.
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Affiliation(s)
- Huajun Wu
- School of Economics, Nanjing Audit University, Nanjing 211815, China; (H.W.); (Y.Y.)
| | - Zhiyong Cai
- School of Psychology, Nanjing Normal University, Nanjing 210023, China;
- Commission of Student Affairs, Nanjing Audit University, Nanjing 211815, China
| | - Qing Yan
- Wuxi Development and Reform Research Center, Wuxi 214000, China;
| | - Yi Yu
- School of Economics, Nanjing Audit University, Nanjing 211815, China; (H.W.); (Y.Y.)
| | - Ning Neil Yu
- Institute for Social and Economic Research, Nanjing Audit University, Nanjing 211815, China
- Freeman Spogli Institute for International Studies, Stanford University, Stanford, CA 94305, USA
- Correspondence:
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