Left-Behind Children’s Positive and Negative Social Adjustment: A qualitative Study in China

作者：Wen Liu, Yining Wang, Ling‐Xiang Xia, Weiwei Wang, Yongqiang Li, Liang Ye · 发表于：Behavioral Sciences · 年份：2023 · DOI：10.3390/bs13040341 · 被引用次数：26 · 研究领域：Family Support in Illness、Youth Education and Societal Dynamics、Early Childhood Education and Development

Individual interviews were conducted with a total of 66 participants from five groups between May and November 2020: left-behind children, parents, teachers, principals, and community workers. The left-behind children group included 16 primary and secondary school students aged 10-16. Themes in the interviews' data were identified based on the Grounded Theory. Left-behind children's social maladjustment manifested as: (1) depression and loneliness; and (2) poor academic performance. Left-behind children's positive social adjustment manifested as: (1) using adaptive coping strategies; and (2) life skills and independence. Left-behind children's social adjustment is a dynamic process and has both positive and negative aspects.