A longitudinal examination of loneliness in left-behind children: the interaction between self-esteem and academic self-efficacy matters
Abstract Background Loneliness can cause severe mental and physical health problems and is of particular concern among vulnerable groups such as left-behind children. Research has suggested important person-level characteristics and attributes, such as self-esteem and self-efficacy, to be protective...
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BMC
2025-04-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-025-02635-x |
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| author | Yutao Zhou Chengwen Fan Shuge Zhang |
| author_facet | Yutao Zhou Chengwen Fan Shuge Zhang |
| author_sort | Yutao Zhou |
| collection | DOAJ |
| description | Abstract Background Loneliness can cause severe mental and physical health problems and is of particular concern among vulnerable groups such as left-behind children. Research has suggested important person-level characteristics and attributes, such as self-esteem and self-efficacy, to be protective factors of loneliness in children. However, existing research is limited in the use of a cross-sectional design and the lack of consideration of the self-esteem × self-efficacy interaction on loneliness, as well as the potential divergent effects of domain-specific (e.g., general vs. academic) self-efficacy in loneliness. Methods We used a longitudinal design to examine the moderation role of general vs. academic self-efficacy in the influence of self-esteem on left-behind children’s loneliness. In a sample of 405 left-behind children (Mage = 10.51, SD = 1.36; 49.6% girls), we assessed their self-esteem, general self-efficacy, academic self-efficacy and loneliness at baseline, with follow-up measure implemented to assess changes in loneliness in one year time. Longitudinal path analysis was conducted for hypothesis testing. Results Academic self-efficacy was a more proximal predictor of loneliness at baseline and its change over time. Importantly, self-esteem predicted lowered loneliness and a more significant reduction over one year only when academic (not general) self-efficacy was high. Conclusions A profile of high self-esteem and low academic self-efficacy appeared to be the most at-risk for loneliness in left-behind children. The findings should inform future research and policy/intervention efforts regarding strategies for addressing loneliness in left-behind children by enhancing their academic self-efficacy and closing the esteem-efficacy discrepancy. |
| format | Article |
| id | doaj-art-4da811fe4bc44e16bf4023e0544bf686 |
| institution | DOAJ |
| issn | 2050-7283 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-4da811fe4bc44e16bf4023e0544bf6862025-08-20T03:08:12ZengBMCBMC Psychology2050-72832025-04-0113111110.1186/s40359-025-02635-xA longitudinal examination of loneliness in left-behind children: the interaction between self-esteem and academic self-efficacy mattersYutao Zhou0Chengwen Fan1Shuge Zhang2College of Physical Education, Hunan University of TechnologyCollege of Physical Education, Hunan University of TechnologyCollege of Physical Education, Hunan University of TechnologyAbstract Background Loneliness can cause severe mental and physical health problems and is of particular concern among vulnerable groups such as left-behind children. Research has suggested important person-level characteristics and attributes, such as self-esteem and self-efficacy, to be protective factors of loneliness in children. However, existing research is limited in the use of a cross-sectional design and the lack of consideration of the self-esteem × self-efficacy interaction on loneliness, as well as the potential divergent effects of domain-specific (e.g., general vs. academic) self-efficacy in loneliness. Methods We used a longitudinal design to examine the moderation role of general vs. academic self-efficacy in the influence of self-esteem on left-behind children’s loneliness. In a sample of 405 left-behind children (Mage = 10.51, SD = 1.36; 49.6% girls), we assessed their self-esteem, general self-efficacy, academic self-efficacy and loneliness at baseline, with follow-up measure implemented to assess changes in loneliness in one year time. Longitudinal path analysis was conducted for hypothesis testing. Results Academic self-efficacy was a more proximal predictor of loneliness at baseline and its change over time. Importantly, self-esteem predicted lowered loneliness and a more significant reduction over one year only when academic (not general) self-efficacy was high. Conclusions A profile of high self-esteem and low academic self-efficacy appeared to be the most at-risk for loneliness in left-behind children. The findings should inform future research and policy/intervention efforts regarding strategies for addressing loneliness in left-behind children by enhancing their academic self-efficacy and closing the esteem-efficacy discrepancy.https://doi.org/10.1186/s40359-025-02635-xSelf-discrepancyDomain-specific self-efficacyResidual changePath analysis |
| spellingShingle | Yutao Zhou Chengwen Fan Shuge Zhang A longitudinal examination of loneliness in left-behind children: the interaction between self-esteem and academic self-efficacy matters BMC Psychology Self-discrepancy Domain-specific self-efficacy Residual change Path analysis |
| title | A longitudinal examination of loneliness in left-behind children: the interaction between self-esteem and academic self-efficacy matters |
| title_full | A longitudinal examination of loneliness in left-behind children: the interaction between self-esteem and academic self-efficacy matters |
| title_fullStr | A longitudinal examination of loneliness in left-behind children: the interaction between self-esteem and academic self-efficacy matters |
| title_full_unstemmed | A longitudinal examination of loneliness in left-behind children: the interaction between self-esteem and academic self-efficacy matters |
| title_short | A longitudinal examination of loneliness in left-behind children: the interaction between self-esteem and academic self-efficacy matters |
| title_sort | longitudinal examination of loneliness in left behind children the interaction between self esteem and academic self efficacy matters |
| topic | Self-discrepancy Domain-specific self-efficacy Residual change Path analysis |
| url | https://doi.org/10.1186/s40359-025-02635-x |
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