College of Educational Science and Technology, Northwest Minzu University, Lanzhou 730030, China.
Promenta Research Center, Department of Psychology, University of Oslo, 0373 Oslo, Norway.
Int J Environ Res Public Health. 2022 Mar 30;19(7):4103. doi: 10.3390/ijerph19074103.
Crouched in the socioecological framework, the present research compared the subjective well-being of left-behind youth with their non-left-behind peers. Furthermore, this research investigated the association of parental warmth and teacher warmth using a person-centered approach with adolescents' subjective well-being on the whole sample, and examined its conditional processes by ascertaining the moderating role of openness to experience and left-behind status in this association. A total of 246 left-behind youth (53.6% girls; = 15.77; = 1.50) and 492 socio-demographically matched, non-left-behind peers (55.1% girls; = 15.91; = 1.43) was involved in this study. During school hours, these adolescents were uniformly instructed to complete a set of self-report questionnaires. The results from ANCOVA exhibited no significant differences in subjective well-being between these two groups of youth. Moreover, four warmth profiles were revealed: congruent low, congruent highest, congruent lowest, and incongruent moderate, and youth within the congruent highest profile were more likely than the other three profiles to report higher subjective well-being. Additionally, moderation analyses demonstrated that high openness was one protective factor for subjective well-being, when left-behind youth perceived the lowest levels of parental warmth and teacher warmth congruently. These findings indicate that left-behind youth may not be psychologically disadvantaged in terms of positive psychosocial outcomes, such as subjective well-being, and school activities or social initiatives emphasizing openness to experience would be essential for them to facilitate positive adaptive patterns after parental migration.
本研究从社会生态学框架出发，比较了留守儿童和非留守儿童的主观幸福感。此外，本研究采用个体中心的方法，探讨了父母温暖和教师温暖与青少年整体主观幸福感的关系，并通过确定开放性和留守状态在这种关系中的调节作用，检验了其条件过程。共有 246 名留守儿童（53.6%为女生； = 15.77； = 1.50）和 492 名社会人口统计学匹配的非留守儿童（55.1%为女生； = 15.91； = 1.43）参与了这项研究。在上课时间，这些青少年被统一要求完成一套自我报告问卷。方差分析的结果显示，这两组青少年的主观幸福感没有显著差异。此外，还揭示了四种温暖模式：一致的低、一致的高、一致的低和不一致的中等，并且处于一致的高模式中的青少年比其他三种模式更有可能报告更高的主观幸福感。此外，调节分析表明，当留守儿童一致地感受到最低水平的父母温暖和教师温暖时，高开放性是主观幸福感的一个保护因素。这些发现表明，留守儿童在积极的心理社会结果（如主观幸福感）方面可能没有处于心理劣势，强调开放性的学校活动或社会举措对他们在父母移民后促进积极的适应模式至关重要。
