Parental rejection and internalizing/externalizing problems among left-behind children: the moderating role of interpersonal harmony in class
Background and objectivesLeft-behind children are characterized by prolonged separation from one or both parents, which exposes them to a constant lack of good parenting, leading to increased risk of internalizing and (or) externalizing problems. This study explored the effects of parental rejection...
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Frontiers Media S.A.
2024-11-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1385250/full |
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| author | Zixiao Liu Zizheng Zhao Huijing Chen |
| author_facet | Zixiao Liu Zizheng Zhao Huijing Chen |
| author_sort | Zixiao Liu |
| collection | DOAJ |
| description | Background and objectivesLeft-behind children are characterized by prolonged separation from one or both parents, which exposes them to a constant lack of good parenting, leading to increased risk of internalizing and (or) externalizing problems. This study explored the effects of parental rejection on internalizing and externalizing problems, and examined the moderating role of interpersonal harmony in class.MethodsThe sample comprised 3,473 left-behind children (aged 6 ~ 15; 54.1% girls) in a rural area of southwest China. Self-reported measures including Parental Acceptance-Rejection Questionnaire, Class Interpersonal Harmony Questionnaire and Child Behavior Scale were administrated. Regression analysis was employed and Hayes PROCESS macro was utilized to test the moderation effect.ResultsThe analysis showed that parental rejection had a significant predictive effect on both internalizing problems (β = 0.33, p < 0.001) and externalizing problems (β = 0.40, p < 0.001) of the left-behind children. Teacher interpersonal climate (β = −0.05, p < 0.001) and peer interpersonal climate (β = −0.04, p < 0.01) significantly moderated the relationship between parental rejection and externalizing problems for children with both parents absence, but not for children with single parent absence.ConclusionBenign teacher interpersonal climate and peer interpersonal climate may buffer the detrimental effect of parental rejection on left-behind children’s externalizing problems. |
| format | Article |
| id | doaj-art-9cace23bb4884574afa7e2620769371c |
| institution | OA Journals |
| issn | 1664-1078 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-9cace23bb4884574afa7e2620769371c2025-08-20T01:53:31ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-11-011510.3389/fpsyg.2024.13852501385250Parental rejection and internalizing/externalizing problems among left-behind children: the moderating role of interpersonal harmony in classZixiao Liu0Zizheng Zhao1Huijing Chen2Department of Social Work, School of Sociology and Political Science, Shanghai University, Shanghai, ChinaDepartment of Neuroscience, Jockey Club College of Veterinary Medicine and Life Sciences, City university of Hong Kong, Kowloon, Hong Kong SAR, ChinaDepartment of Social Work, School of Sociology and Political Science, Shanghai University, Shanghai, ChinaBackground and objectivesLeft-behind children are characterized by prolonged separation from one or both parents, which exposes them to a constant lack of good parenting, leading to increased risk of internalizing and (or) externalizing problems. This study explored the effects of parental rejection on internalizing and externalizing problems, and examined the moderating role of interpersonal harmony in class.MethodsThe sample comprised 3,473 left-behind children (aged 6 ~ 15; 54.1% girls) in a rural area of southwest China. Self-reported measures including Parental Acceptance-Rejection Questionnaire, Class Interpersonal Harmony Questionnaire and Child Behavior Scale were administrated. Regression analysis was employed and Hayes PROCESS macro was utilized to test the moderation effect.ResultsThe analysis showed that parental rejection had a significant predictive effect on both internalizing problems (β = 0.33, p < 0.001) and externalizing problems (β = 0.40, p < 0.001) of the left-behind children. Teacher interpersonal climate (β = −0.05, p < 0.001) and peer interpersonal climate (β = −0.04, p < 0.01) significantly moderated the relationship between parental rejection and externalizing problems for children with both parents absence, but not for children with single parent absence.ConclusionBenign teacher interpersonal climate and peer interpersonal climate may buffer the detrimental effect of parental rejection on left-behind children’s externalizing problems.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1385250/fullinternalizing problemexternalizing problemparental rejectionclass interpersonal harmonyleft-behind childrenmoderation effect |
| spellingShingle | Zixiao Liu Zizheng Zhao Huijing Chen Parental rejection and internalizing/externalizing problems among left-behind children: the moderating role of interpersonal harmony in class Frontiers in Psychology internalizing problem externalizing problem parental rejection class interpersonal harmony left-behind children moderation effect |
| title | Parental rejection and internalizing/externalizing problems among left-behind children: the moderating role of interpersonal harmony in class |
| title_full | Parental rejection and internalizing/externalizing problems among left-behind children: the moderating role of interpersonal harmony in class |
| title_fullStr | Parental rejection and internalizing/externalizing problems among left-behind children: the moderating role of interpersonal harmony in class |
| title_full_unstemmed | Parental rejection and internalizing/externalizing problems among left-behind children: the moderating role of interpersonal harmony in class |
| title_short | Parental rejection and internalizing/externalizing problems among left-behind children: the moderating role of interpersonal harmony in class |
| title_sort | parental rejection and internalizing externalizing problems among left behind children the moderating role of interpersonal harmony in class |
| topic | internalizing problem externalizing problem parental rejection class interpersonal harmony left-behind children moderation effect |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1385250/full |
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