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The peer effect on the academic performance of rural left-behind children

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  • Chang, Fang
  • Wang, Yajie
  • Huo, Yanan
  • Zhang, Songyan
  • Zhang, Yi
  • Liu, Jian

Abstract

In the context of China’s dual economic structure, rural left-behind children often face prolonged parental absence, increasing their reliance on peer influence. This paper explores peer effects on math achievement using an instrumental variable approach, based on a sample of 2604 rural primary students in Shaanxi province. The results show that peers’ math performance significantly improves left-behind children’s scores by 0.678 standard deviations, with the strongest influence from their first- and second-best friends. Heterogeneity analysis reveals that peer effects are stronger among left-behind girls, non-boarding students, and those with moderate baseline academic performance. Mechanism analysis suggests that peer influence work through enhanced perceptions of mathematics, increased learning confidence, and improved study habits. These findings highlight the need to address educational challenges faced by left-behind children to enhance rural human capital development.

Suggested Citation

  • Chang, Fang & Wang, Yajie & Huo, Yanan & Zhang, Songyan & Zhang, Yi & Liu, Jian, 2025. "The peer effect on the academic performance of rural left-behind children," Journal of Asian Economics, Elsevier, vol. 100(C).
    • Handle: RePEc:eee:asieco:v:100:y:2025:i:c:s104900782500106x
    DOI: 10.1016/j.asieco.2025.101982
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