Child Indicators Research
Volume 12, Issue 4, 2019, Pages 1147-1166

Migrate with Parent(s) or Not? Developmental Outcomes between Migrant and Left-behind Children from Rural China (Article)

Zhang Q. , Luo Y. , Chen H. , Zhang X. , Deng S. , Zeng W. , Wang Y.*
  • a School of Public Administration, University of Electronic Science and Technology of China, 2006# Xiyuan Road, Gaoxing West District, Chengdu, 611731, China
  • b State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, 19# Xinjiekouwai Street, Haidian District, Beijing, 100875, China
  • c Department of Social Psychology, Nan Kai University, 38 Tongyan Street, the Administration of Haihe Education Park, Tianjin, 300350, China
  • d Department of Education and Psychology, Hainan Normal University, No. 99 Long Kun South Road, Haikou, 570100, China
  • e Chengdu Academy of Education Sciences, No. 1 Dong Ma Peng Street, Qingyang District, Chengdu, 61000, China
  • f School of Public Administration, University of Electronic Science and Technology of China, 2006# Xiyuan Road, Gaoxing West District, Chengdu, 611731, China
  • g State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, 19# Xinjiekouwai Street, Haidian District, Beijing, 100875, China

Abstract

This study aimed to examine the psychological and behavioral effects of family migration on left-behind (left by one or two parents) and migrant children. Participants included children from the National Children’s Study of China (N = 18,396, aged 7–15 years, 50.6% boys) including both left-behind and migrant children (n = 1168, 839 and 1185, respectively). Children from non-migrant families were also examined (n = 5126) as a reference group. The results indicated that left-behind children with two migrant parents have greater depression and engage in more unhealthy behaviors than do non-migrant children from rural families, and left-behind children with one migrant parent showed comparable developmental outcomes to non-migrant children. Family factors were found to be positively associated with migrant children’s development. Teacher support was found to be more important for middle school students than for elementary school students in terms of school liking. Belief in a just world was more beneficial for mediating girls’ depression than boys’. Furthermore, for girls, the negative predictive effect of perceived parental support for unhealthy behaviors is smaller for left-behind children with two migrant parents and migrant children than that for non-migrant children. For boys, the negative predictive effect of perceived parental support on unhealthy behaviors is greater for migrant children than that for non-migrant children. This research depicts a comprehensive model of how family migration affects children’s development, and its findings could be of value in regard to creating family- and school-guiding policies for migrant workers. © 2018, Springer Nature B.V.

Author Keywords

China Child development Left-behind children Migrant Children Rural family

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055117350&doi=10.1007%2fs12187-018-9578-8&partnerID=40&md5=8834638b6a3bdb774b19c2859625ce0b
DOI: 10.1007/s12187-018-9578-8
ISSN: 1874897X
Cited by: 3
Original Language: English