Left‐Behind Children and Return Decisions of Rural Migrants in China

This paper examines how left-behind children influence return migration in China. We first present a simple model that incorporates economic and non-economic motives for migration duration (or intentions to return). Based on Dustmann (2003b), the parent is assumed to be altruistic and to care about the prospects of her left-behind children. We then propose two complementary empirical tests based on an original dataset from a rural household survey carried out in Wuwei County (Anhui province, China) in fall 2008. We first use a discrete-time proportional hazard model to estimate the determinants of migration duration for both on-going migrants with incomplete length of duration and return migrants with complete length of duration. Second, we apply a binary Probit model to study the return intentions of on-going migrants. Both models find consistent results regarding the role of left-behind children as a significant motive for return. First, left-behind children are found to pull their parents back to the village, the effect being stronger for pre-school children. Second, sons are found to play a more important role than daughters in reducing migration duration.return migration; migration duration; left-behind children; discrete-time duration analysis; China

Research on the Relationship Between Perceived Social Support and Subjective Well Being of Left Behind Children

In this study, “perceived social support scale (SPSS)”, “happiness” and “emotional index scale: positive emotion, negative emotion and emotional balance” as the measurement tool of left-behind children understand the relationship between social support and subjective well-being were studied. The results showed that: (a) left-behind children and non left-behind children perceived social support have significant differences, which left the perceived social support level of children is significantly lower than the non left-behind children; (b) left-behind children and non left-behind children in emotional well-being, life satisfaction index, there is a significant difference, performance for the left-behind children in happiness and emotion index, life satisfaction scores were significantly lower than those of non left-behind children; (c) left behind children between perceived social support and subjective well-being are positively related. In particular, friends and family support the greatest impact on happiness. Through the regression analysis, the results showed that friends and family support had a significant predictive effect on the well-being of left behind children

The Source of the Emotional Construction of Chinese Left-behind Children-Themed Films

As an intermediate medium of storage medium, the film becomes the image of linguistic significance due to the addition of emotional elements. As a form of video art, meanwhile, the theme of Chinese left-behind children itself has strong vitality, which makes Chinese left-behind children themed films have natural emotional attributes in emotional expression. As an art form combining visual and auditory, Chinese left-behind children films mainly come from three aspects: first, the left-behind children films themselves; second, the emotions of left-behind children film filmmakers, and finally, the emotions of left-behind children film audiences

The Effects of Parent Educational Expectations on the Competence Development of Rural Left-Behind Children: An Empirical Study Based on CEPS Data

Based on data from the China Education Panel Survey (CEPS), this study conducted an empirical analysis of the effect of parent educational expectations on the competence development of rural left-behind children and the underlying mediating mechanism. The research findings reveal that rural left-behind children have far less developed competencies than their non-left-behind counterparts and that parent educational expectations significantly and positively influence the competence development of left-behind children. Specifically, parent academic expectations impose the greatest impact on academic results of left-behind children; parent expectations of child education levels have the widest effects on various competencies of left-behind children; Parent involvement and teacher support exert a chain mediating effect on the relationship between parent educational expectations and the competence development of rural left-behind children. The mediation effect of teacher support or the concurrence of teacher support and parent involvement remarkably promoted the competence development of rural left-behind children, while parent involvement alone results in masking effects, which impede the improvement of their competencies to some extent

中国農村における留守児童の夢と社会的支援に関する一考察 (その2)

This study examines and elucidates how ambitions of left-behind children in poor agricultural villages can be fulfilled in Chinese society. Chapter 2 verifies important government documents and considers the effect of Chinese educational reforms on the self-actualization of left-behind children and migrant workers over the next decade. Chapter 3 examines the current state of life and the aspirations of left-behind children from their perspective, based on a survey conducted in an agricultural village in Hunan Province, which for the past three years has been the focus of participant observation. Chapter 4 introduces and considers the significance of social care being implemented to achieve the aspirations of left-behind children in Xinhua prefecture, Hunan province as well as of the hometown migrant workers and their children, based on the survey results of agricultural villages

‘Voices’ of left behind children in Tajikistan

Tajikistan’s economy is highly dependent on the remittances sent home by migrant workers, making it the top recipient in the world with a contribution to GDP of 50 percent. The continuity of labour migration, mostly to the Russian Federation, raises important questions and concerns about the general wellbeing of the left behind children. Children left behind are worthy of study in their own right, because they are often the most affected due to their relative immaturity and lack of social power in Tajik society. Using a child-centred ethnography, these children had an opportunity to express their feelings and understanding and to help us see the many ways they experience their parental absence and their lives with the extended family. Being left behind in Tajikistan has become ‘naturalized’, as a result, the hardships faced by the children are not seen. The results revealed that these experiences are influenced by the gender of the child. If girls were more open to expressing their feelings to me, boys, on the other hand, are influenced by traditional and stereotypical views on masculinity and expressing feelings is not ‘manly’. Girls' are subject to excessive amounts of household chores as well as taking care of other children in the household. The findings of my research further show that children experience abuse of various forms, withdrawal, insecurity and loneliness. Yet, they also showed the potential for resilience in the face of adversity using many ways to cope with their situations like crying to feel better, seeing school as a safer space than home, social networking and spending time with friends/neighbour

Research on the Problems and Countermeasures of Family Education for Left Behind Children in Rural Areas

The issue of family education for left behind children in rural areas is a very important issue in family education, and it is also a social issue that cannot be ignored in the process of urbanization in China. During the research process, this article used methods such as survey, interview, and comparison to obtain some data on left behind children in rural areas. There are roughly five types of guardianship for left behind children in rural areas in terms of family education, and the reasons for the existence of family education for left behind children in rural areas are also identified: the absence of family education subjects, and the emphasis on upbringing over education in intergenerational education; The main body of family education has outdated educational concepts and inadequate methods and methods; Lack of family education environment and abnormal behavior of parents; Due to weak awareness of home school cooperation and limited cooperative activities, solutions have been proposed: clarify family education responsibilities, establish good connections between home and school, build a high-quality education environment, achieve home school cooperation, and carry out scientific education models to ensure the healthy growth and development of left behind children in rural areas

Effect of Parent’s International Migration on the Educational Performances of Left-Behind Children in Morocco

This paper focuses on examining the effects of parent’s international migration on the educational outcomes of left-behind children. This, however, is with special emphasis on how family environment and school characteristics affects the educational achievements of left-behind children. A sample was selected from the survey conducted in Fkih Ben Salah, a small town in Morocco, within the Béni Mellal-Khénifra region. This survey, administered in 2020, included 407 children from 16 primary schools. The results of the propensity score matching method showed that the international migration of parents had a significant effect on the school performance of their left-behind children. Furthermore, the Oaxaca-Blinder decomposition analysis showed that 36.34% of the differences in the children’s school performance during the first semester of the year 2020 can be explained by factors such as student–teacher ratio, class size, and socio-economic index of class, accounting for 12.82%, 38.47%, and 31.35%, respectively. The empirical findings also revealed that left-behind children are at risk of social exclusion, especially in public schools. Targeted interventions should be adopted to improve the educational outcomes of left-behind children. In addition, these interventions should assist immigrant parents in facilitating their children’s first journey and enhancing the student-teacher ratio

Left-behind children and return migration in China

International audienceThis paper examines how left-behind children influence migration duration in China. We first present a simple illustrative model that incorporates economic and non-economic motives to migration duration. Using individual data from a survey carried out in Wuwei county (Anhui province) in 2008, we find that migrant parents of children in primary school tend to delay their return, a result we interpret as illustrating the need for migrant parents to accumulate money for their offspring's education. In contrast, parental time appears substitutable by coresiding grandparents who contribute to delay the parents' return, especially mothers, when they have children below the age of 12

Effect of Parent’s International Migration on the Educational Performances of Left-Behind Children in Morocco

This study tries to examine the effects of parent’s international migration on educational outcomes of left-behind children, focusing especially On the relative importance of family environment and school characteristics to educational achievements of left-behind children. For that, a sample from the survey study in Fkih Ben Salah as a small town in Morocco, located in the Béni Mellal-Khénifra region. This survey is administered in 2020 on 407 children from 16 primary school. The results of the prospensity score matching method showed that the internzationale migration of parents had a significant effect on the school performance of their left behind children ;furthermore ,the analysis using the Oaxaca -Blinder decomposition showed that 36.34% of the differences in the children’s school performance in first semester for year of 2020 can be explained by student–teacher ratio, size class and socio-economic index of class are 12.82%,38.47% and 31.35% of the gap, respectively. The empirical findings reveal also that Left behind children are at risk of facing social exclusion, especially in public schools