The Relationship of Left-Behind Experience and the Flourishing in Junior High School Students: The Compensatory and Moderation Effects of the Sense of Control

doi:10.12139/j.1672-0628.2025.03.012

Abstract

Abstract:

This study aimed to investigate the adverse effects of left-behind experience on the flourishing of junior high school students, as well as the compensatory and moderating role of the sense of control. The research data was obtained from basic education quality monitoring data in a northeastern city. Left-behind children in this study referred to junior high school students whose parents had been working outside the home for three years or more, residing in four agriculturally dominant areas. A matched comparison group of regular junior high school students was selected based on five criteria: family social-economic status, family place of residence, family structure, ways to go to school, and gender. The final sample size consisted of 141 pairs of participants. The findings revealed that: 1) left-behind experience significantly and negatively impacted the flourishing of junior high school students; 2) the sense of control played significant compensatory and moderating roles between left-behind experience and the flourishing of these students; 3) left-behind children with a strong sense of control exhibited higher flourishing compared to non-left-behind children with a weak sense of control, highlighting the importance of nurturing the sense of control in care interventions for left-behind children; 4) non-left-behind children with a strong sense of control demonstrated the highest level of flourishing, indicating the presence of both favorable environment and external psychological resources that are beneficial for youth development.

Key words: left-behind experience, the sense of control, flourishing, compensatory effect, moderating effect

摘要：

本研究考察留守经历对初中生心理繁荣的消极影响及控制感在其中的补偿和调节作用。研究数据来源于东北某市基础教育质量监测数据。其中，留守青少年为生活在以农业为主的四个地区中双留守经历在三年及以上的初中生，根据家庭社会经济地位等级、家庭居住地、家庭结构、上学方式和性别五个标准匹配普通初中生，最终样本为141对被试。结果发现：(1)留守经历显著负向预测初中生的心理繁荣；(2)控制感能够补偿和调节留守经历对初中生心理繁荣的负面影响；(3)具有高控制感的留守青少年的心理繁荣水平显著高于低控制感的非留守青少年，意味着控制感的培养可以成为留守青少年关爱工作的靶向目标；(4)高控制感的非留守青少年的心理繁荣水平最高，意味着兼具良好的环境与内部心理资源更利于青少年的发展。

关键词: 留守经历, 控制感, 心理繁荣, 补偿作用, 调节作用

Juan MA, Xiaojing WU, Yan YAN, Xiaosong GAI, Ru ZHOU. The Relationship of Left-Behind Experience and the Flourishing in Junior High School Students: The Compensatory and Moderation Effects of the Sense of Control[J]. Studies of Psychology and Behavior, 2025, 23(3): 377-383.

马娟, 吴晓靓, 闫艳, 盖笑松, 周茹. 留守经历对初中生心理繁荣的影响：控制感的补偿作用和调节作用[J]. 心理与行为研究, 2025, 23(3): 377-383.

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变量	M	SD	1	2	3	4	5
1.性别
2.上学方式			−0.09
3.家庭社会经济地位	−0.45	0.69	0.15*	−0.04
4.留守经历			0.00	0.00	0.09
5.控制感	0.00	1.31	−0.18**	0.14*	−0.15*	−0.03
6.心理繁荣	5.21	1.34	0.03	0.16**	−0.04	−0.15*	0.50***

变量	M	SD	1	2	3	4	5
1.性别
2.上学方式			−0.09
3.家庭社会经济地位	−0.45	0.69	0.15*	−0.04
4.留守经历			0.00	0.00	0.09
5.控制感	0.00	1.31	−0.18**	0.14*	−0.15*	−0.03
6.心理繁荣	5.21	1.34	0.03	0.16**	−0.04	−0.15*	0.50***

	B	t	95%置信区间	R²	ΔR²	F
方程1
上学方式	0.34	2.77**	[0.10, 0.58]	0.03	0.03	7.68**
方程2				0.28	0.25	35.89***
上学方式	0.20	1.90	[−0.01, 0.41]
留守经历	−0.27	−2.61*	[−0.47, −0.07]
控制感	0.49	9.44***	[0.38, 0.59]

	B	t	95%置信区间	R²	ΔR²	F
方程1
上学方式	0.34	2.77**	[0.10, 0.58]	0.03	0.03	7.68**
方程2				0.28	0.25	35.89***
上学方式	0.20	1.90	[−0.01, 0.41]
留守经历	−0.27	−2.61*	[−0.47, −0.07]
控制感	0.49	9.44***	[0.38, 0.59]

变量	B	SE	t	95%置信区间
上学方式	0.21	0.11	1.95	[0.00, 0.42]
留守经历	−0.26	0.10	−2.61**	[−0.46, −0.07]
控制感	0.60	0.08	7.79***	[0.45, 0.75]
留守经历×控制感	−0.20	0.10	−1.94	[−0.40, 0.00]
R²	0.29
F	28.12***