Family Features and Academic and Social-Emotional Development of Left-Behind Children in Hubei, China
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| Title: | Family Features and Academic and Social-Emotional Development of Left-Behind Children in Hubei, China |
|---|---|
| Language: | English |
| Authors: | Yunlei Hu |
| Source: | Malaysian Online Journal of Educational Sciences. 2024 12(3):1-13. |
| Availability: | University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.my/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Social Emotional Learning, Foreign Countries, Family Characteristics, Performance, Children, Migration, Child Development, One Parent Family, Rural Areas |
| Geographic Terms: | China |
| ISSN: | 2289-3024 |
| Abstract: | Nearly half of children in China were affected by migration, and more than one-third of rural children had been left at home, classified as rural left-behind children (LBC). Despite numerous studies on migration and LBC, little research has investigated the issues of LBC by connecting their development with family features. This study aimed to identify associations between family features and children's academic performance and social-emotional development, focusing on differences between LBC and non-LBC. A quantitative method was applied, covering 548 primary school children in Shennongjia District, Hubei Province, China. Disparities between LBC and non-LBC were found in their social and emotional development, which disappeared among one-child families. Surprisingly, no significant differences were found in their academic performance, behavioral development, or certain demographic features, including gender, age, and family economic status. Furthermore, family features associated with children's development were found to be family structure, maternal factors such as maternal migration status and mothers' education, fathers' migration status, and the role of caregivers. Indeed, maternal migration status was identified as a vitally influential predictor of children's social-emotional development, while fathers' migration status was another influential predictor of children's emotional development. Drawing from ecological systems theory, this study underscored the importance of family in children's development and highlighted the compensatory function of schools and governments for disadvantaged contexts such as migration through educational policies and practices. Concurrently, it emphasized the imperative for heightened attention to the social and emotional well-being of LBC and comprehensive intervention support for stakeholders. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457295 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1457295 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1457295 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Family Features and Academic and Social-Emotional Development of Left-Behind Children in Hubei, China – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yunlei+Hu%22">Yunlei Hu</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Malaysian+Online+Journal+of+Educational+Sciences%22"><i>Malaysian Online Journal of Educational Sciences</i></searchLink>. 2024 12(3):1-13. – Name: Avail Label: Availability Group: Avail Data: University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.my/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Characteristics%22">Family Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Migration%22">Migration</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22One+Parent+Family%22">One Parent Family</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2289-3024 – Name: Abstract Label: Abstract Group: Ab Data: Nearly half of children in China were affected by migration, and more than one-third of rural children had been left at home, classified as rural left-behind children (LBC). Despite numerous studies on migration and LBC, little research has investigated the issues of LBC by connecting their development with family features. This study aimed to identify associations between family features and children's academic performance and social-emotional development, focusing on differences between LBC and non-LBC. A quantitative method was applied, covering 548 primary school children in Shennongjia District, Hubei Province, China. Disparities between LBC and non-LBC were found in their social and emotional development, which disappeared among one-child families. Surprisingly, no significant differences were found in their academic performance, behavioral development, or certain demographic features, including gender, age, and family economic status. Furthermore, family features associated with children's development were found to be family structure, maternal factors such as maternal migration status and mothers' education, fathers' migration status, and the role of caregivers. Indeed, maternal migration status was identified as a vitally influential predictor of children's social-emotional development, while fathers' migration status was another influential predictor of children's emotional development. Drawing from ecological systems theory, this study underscored the importance of family in children's development and highlighted the compensatory function of schools and governments for disadvantaged contexts such as migration through educational policies and practices. Concurrently, it emphasized the imperative for heightened attention to the social and emotional well-being of LBC and comprehensive intervention support for stakeholders. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1457295 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1 Subjects: – SubjectFull: Social Emotional Learning Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Family Characteristics Type: general – SubjectFull: Performance Type: general – SubjectFull: Children Type: general – SubjectFull: Migration Type: general – SubjectFull: Child Development Type: general – SubjectFull: One Parent Family Type: general – SubjectFull: Rural Areas Type: general – SubjectFull: China Type: general Titles: – TitleFull: Family Features and Academic and Social-Emotional Development of Left-Behind Children in Hubei, China Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yunlei Hu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-electronic Value: 2289-3024 Numbering: – Type: volume Value: 12 – Type: issue Value: 3 Titles: – TitleFull: Malaysian Online Journal of Educational Sciences Type: main |
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