College of Psychology, Liaoning Normal University, Dalian, China.
School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China.
Int J Psychol. 2024 Dec;59(6):973-982. doi: 10.1002/ijop.13223. Epub 2024 Jul 12.
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 (β = -.199, t(1183) = -7.229, p < .001). Besides, growth mindset has a protective effect on left-behind middle school students' academic adjustment (β = .386, t(1183) = 14.070, p < .001) and a moderating effect on the relationship between left-behind cumulative risk and academic adjustment (β = .394, t(1182) = 4.057, p < .001, ΔR = .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.
留守儿童作为一个大规模的弱势群体，由于父母外出务工，他们在学业发展上面临着一系列的风险因素。本研究旨在探讨留守儿童累积风险和成长型思维模式对学业适应的作用，同时探索成长型思维模式是否调节了留守儿童累积风险与留守儿童中学生学业适应之间的关系。共有 1184 名留守儿童中学生（男生 615 人，年龄 12-16 岁）参与了研究。结果表明，留守儿童累积风险与中学生学业适应呈负相关（β=-.199，t(1183)=-7.229，p<.001）。此外，成长型思维模式对留守儿童中学生的学业适应具有保护作用（β=0.386，t(1183)=14.070，p<.001），并且对留守儿童累积风险与学业适应之间的关系具有调节作用（β=0.394，t(1182)=4.057，p<.001，ΔR=.012）。这些发现表明，与留守儿童身份相关的家庭风险因素以叠加的方式影响留守儿童中学生的学业适应，而成长型思维模式这一积极的个体因素可以保护父母迁移带来的负面影响。
