A Study on the Pathways for Enhancing the Proactive Empowerment Capability of Left-behind Children in Remote Regions under the Orientation of Educational Equity

This study investigates the pathways for enhancing the positive development capacity of left-behind children in remote and underserved rural areas within the framework of educational equity. Drawing on empowerment theory and self-efficacy theory, the research proposes a structural model that examines the effects of family support and access to educational resources on development capacity, mediated by academic self-efficacy. Using Structural Equation Modeling (SEM) and a simulated dataset of 300 left-behind children, the study reveals that family support has the strongest direct and indirect influence on empowerment, while educational resources also play a meaningful but comparatively smaller role. Academic self-efficacy emerges as a key mediating variable and a significant predictor of empowerment capability. The findings suggest that improving family engagement and educational conditions in remote areas can effectively foster self-confidence and participation among left-behind children. The study offers recommendations to promote equitable educational environments and psychological development for disadvantaged youth in rural China.