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Social Support and Left-Behind Children’s Social Adaptation: The Mediating Role of Self-Esteem

Author

Listed:
  • Mei Peng

    (Tianjin Normal University)

  • Binrong Dai

    (Yancheng Teachers University)

Abstract

The mechanism by which social support contributes to the social adaptation of left-behind children (LBC) in mainland China remains unclear. This study aimed to investigate the direct effect of social support and the mediating role of self-esteem on LBC’s social adaptation. Data from 983 children in grades 4–9 from 6 schools were collected in a rural area of Jiangsu Province in mainland China. The study’s results indicated that LBC had significantly lower subjective support, support-seeking behavior, self-esteem, and social adaptation than non-left-behind children (NLBC). In addition, social support significantly and positively predicted LBC’s social adaptation, and self-esteem partially mediated the influence of social support on LBC’s social adaptation. These findings provide a timely and necessary understanding of the development and interventions for LBC’s social adaptation.

Suggested Citation

  • Mei Peng & Binrong Dai, 2023. "Social Support and Left-Behind Children’s Social Adaptation: The Mediating Role of Self-Esteem," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 170(1), pages 117-135, November.
    • Handle: RePEc:spr:soinre:v:170:y:2023:i:1:d:10.1007_s11205-023-03074-0
    DOI: 10.1007/s11205-023-03074-0
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