The Status of Pro-social Tendency of Left-Behind Adolescents in China: How Family Function and Self-Esteem Affect Pro-social Tendencies

Abstract

In China, adolescents are frequently left behind. To date, few studies have focused on the pro-social tendencies of left-behind adolescents and the relationship of family function, self-esteem, and pro-social tendency is yet to be examined. This study, therefore, aims to understand the status of pro-social tendency of left-behind adolescents and to explore the mediating and moderating roles of self-esteem in the relationship between family function and pro-social tendency. A large, school-based survey was conducted in three Chinese provinces. An analysis of covariance was first used to identify the differences in pro-social tendency between adolescents who were and were not left behind. We then analyzed the variance within left-behind adolescents using demographics, left-behind type, years of being left-behind, and caregiver related characteristics. A structural equation model was used to analyze the relationship of family function, self-esteem, and pro-social tendency, with bootstrapping used to explore the mediating role of self-esteem. Additionally, an ordinary least squares regression was used to examine the moderating effect of self-esteem. The results showed that the pro-social tendency of left-behind adolescents was lower than in non-left-behind adolescents ( F = 15.11, p = 0.0001). Family function was positive related to pro-social tendency ( r = 0.259), which had not only a direct effect on pro-social tendency (β = 0.254), but also an indirect effect through self-esteem (β = 0.071, bias-corrected 95% CI: 0.051:0.090; percentile 95% CI: 0.053:0.092). Additionally, 21.85% of the total effect of family function on pro-social tendency was mediated by self-esteem. Furthermore, self-esteem negatively moderated the relationship between family function and pro-social tendency (β = -0.208, p < 0.0001), such that the effect of family function on pro-social tendency became weaker as self-esteem increased. The current study verified the negative effect of being left behind on the social development of adolescents and contributed to the understanding of the importance of self-esteem in the relationship between family function and pro-social tendency. Interventions aimed at enhancing self-esteem should be developed and implemented in left-behind adolescents to promote wellness in the entirety of psychological and social outcomes.

Moderating Effect of Family Support on the Mediated Relation Between Negative Life Events and Antisocial Behavior Tendencies via Self-Esteem Among Chinese Adolescents

“…The current study showed that most of the adverse effect of negative life events on antisocial behavior tendencies is mediated by self-esteem. This result is consistent with the idea that self-esteem can be viewed as an important psychological resource and motivating factor for preventing antisocial behavior (Gao et al, 2019). Although it is impossible to change the negative life events that an individual has experienced, antisocial behavior tendencies can be avoided once self-esteem is improved, due to the negative effect of self-esteem on antisocial behavior tendencies.…”

“…Antisocial behavior tendencies in adolescence, and its continuation in later life, are believed to involve an interaction of psychological vulnerability and environmental factors (Álvarez-García et al, 2019). Regarding psychological resources, self-esteem is thought to be an important internal resource, which has a significant effect in promoting children's development (Gao et al, 2019). Self-esteem is usually defined as an emotional evaluation of the individual himself/herself (Park et al, 2019).…”

Social anxiety and depression symptoms in Chinese left-behind children after the lifting of COVID-19 lockdown: A network analysis

“…Fear or anxiousness in peer situations is a necessary prerequisite for social anxiety according to DSM-5, as individuals in this situation fear being judged negatively by others ( Heimberg et al, 2014 ), causing impaired self-esteem. Previous studies have shown that left-behind children have lower self-esteem compared with non-left-behind children of the same age ( Dai & Chu, 2018 ), and lower self-esteem is associated with a greater impact of family functioning on their prosocial behavior ( Gao et al, 2019 ). In other words, left-behind children may show lower levels of self-esteem due to impaired family function, resulting in low prosocial behaviors, which in turn cause more pronounced social anxiety symptoms.…”

Competencias y Aprendizaje-Servicio mediante actividad física en futuros docentes de inglés (Competences and Physical Activity -based Service-Learning of future Primary School English teachers)

“…Por otro lado, el fomento de actitudes de respeto o compromiso en el alumnado universitario que realiza una labor social de servicio con colectivo migrante, y especialmente a través de la AF, podría ser un resultado destacable en el desarrollo social de jóvenes y especialmente en el plano cognitivo y de inclusión (Gao et al, 2019;Ruiz-Montero, Corral-Robles, García-Carmona, & Leiva-Olivencia, 2021). Por ello, debería ser una tarea obligatoria propiciar que los estudiantes universitarios comprendan el valor de la transmisión cultural y social que existe cuando hay interacciones sociales entre alumnado que realiza un servicio y los colectivos de personas migrantes que lo reciben (Capella-Peris, Gil-Gómez, & Chiva- Bartoll, 2019;Knight, Carlo, Mahrer, & Davis, 2016).…”