ABSTRACT
Left-behind children, as a large-scale disadvantaged group, encounter an array of risk factors that impede their academic development because of parental migration. The current study aimed at investigating the roles of left-behind cumulative risk and growth mindset on academic adjustment and exploring whether growth mindset moderated the association between left-behind cumulative risk and academic adjustment in left-behind middle school students. A total of 1184 left-behind middle school students (615 males; 12-16 years) participated in the study. Results indicated that left-behind cumulative risk is negatively associated with academic adjustment in middle school students (ß = -.199, t(1183) = -7.229, p < .001). Besides, growth mindset has a protective effect on left-behind middle school students' academic adjustment (ß = .386, t(1183) = 14.070, p < .001) and a moderating effect on the relationship between left-behind cumulative risk and academic adjustment (ß = .394, t(1182) = 4.057, p < .001, ΔR2 = .012). These findings suggest that family risk factors related to left-behind status affect the academic adjustment of left-behind middle school students in a superposition way, while the positive individual factor of growth mindset could protect the negative impact caused by parental migration.
ABSTRACT
BACKGROUND: Depression is one of the main mental health problems facing primary school students. Temperamental effortful control (EC) has received much attention as a protective factor to depression. The present study aimed to verify the association of effortful control and children's depression and explore the mediating roles of emotion regulation ability (ERA) and strategies (ERSs) in the relationship. METHODS: A total of 449 valid primary school students in grades 3 to 6 were included in the study. Self-report and parent-report questionnaires were used to collect data on key variables, including EC, depression, ERA and ERSs. RESULTS: Gender and whether-native-or-not had significant effects on children's depression. EC was significantly and negatively correlated with children's depression; EC and depression were significantly correlated with Emotion Regulation dimension of ERA and cognitive reappraisal; but there was no correlation between EC and Lability/Negativity, as well as between expression suppression and depression. EmotionRegulation and cognitive reappraisal played mediating effects in the relationship between EC and depression parallelly and sequentially. LIMITATIONS: The study used cross-sectional design and the sample was restricted to Chinese primary school students. Additionally, the types and research perspectives of ERSs can be further expanded. CONCLUSIONS: EC can reduce the level of children's depression by improving the abilities of Emotion Regulation and the use of cognitive reappraisal strategy, as well as the chain mediating effects of the two.
