With the increasing development of English globalization,the trend of combining English with local cultures has become more evident.This research focuses on five schools in the Wenzhou overseas Chinese hometown to inv...With the increasing development of English globalization,the trend of combining English with local cultures has become more evident.This research focuses on five schools in the Wenzhou overseas Chinese hometown to investigate the current status of English education from the perspectives of teachers,students,and textbooks.The aim was to propose bilingual education strategies for the education of transnational left-behind children(TLC).By examining the situation of English education in this specific context,this study sought to address the unique challenges faced by TLC and provide effective educational approaches.Interviews,observations,and document analysis were employed to gather data by means of questionnaire research methods.The findings of this study settled on the improvement of bilingual education for TLC and insights into enhancing English education in multicultural settings.展开更多
Objective:To investigate the prevalence of emotional and behavioral problems and related factors of left-behind children in impoverished rural China(mainly in thefirst grade of junior high school).Methods:A cross-sect...Objective:To investigate the prevalence of emotional and behavioral problems and related factors of left-behind children in impoverished rural China(mainly in thefirst grade of junior high school).Methods:A cross-sectional survey of rural households in 27 poverty-stricken counties in 12 provinces across China was conducted using the Strengths and Difficulties Questionnaire(SDQ).Results:The prevalence of emotional and behavioral problems in left-behind children was 11.7%,and that of non-left-behind children was 8.9%.There was statistical difference between the two groups(P<0.01).There are no differences between the two groups in terms of the various factors of SDQ.The incidence of insomnia in the left-behind group was 58.3%,which was higher than that in the non-left-behind group 50.9%(P<0.01);loneliness(62.1%vs.51.8%,P<0.01);running away from home(23.1%vs.18.8%,P<0.01),and self-injury behavior(16.8%vs.12.2%,P<0.01).Left-behind children are more likely to have negative psychological feelings including insomnia,loneliness,self-injury,and run away from home.They also experienced more bullying including maliciously teased by peers,intentionally excluded or isolated,physically threatened or intimidated.All of these factors are associated with their abnormal emotional and behavioural development.Conclusion:The incidence of emotional and behavioral problems of left-behind children in rural areas in poverty-stricken areas is significantly higher than that of non-left-behind children;Logistic regression analysis showed that bullying behavior and abnormal psychological characteristics are significantly associated with left-behind adolescents abnormal emotional and behavioral development.展开更多
This study investigates the impact of parental labor migration on the academic achievements and non-academic growth of left-behind children in fourth and seventh grades. Employing survey data collected from rural Chin...This study investigates the impact of parental labor migration on the academic achievements and non-academic growth of left-behind children in fourth and seventh grades. Employing survey data collected from rural China in 2014, 2015, and 2016, we examine the effect of parental absence on children's academic achievement using Propensity Score Matching(PSM) and Difference in Difference(DID) methods. The results demonstrate that left-behind children whose parents have migrated for one year have statistically significantly lower academic scores. Academic scores drop lower for fourthgrade students and students from higher-income families. There are also adverse effects on left-behind children's confidence, teacher-student relationships, subjective well-being, and educational expectations if parents migrate for one year. Surprisingly, if parental migration lasts longer(totaling two years), these adverse effects disappear, and student's educational expectations even improve. These results may be because, over time, the adverse effects that occur immediately after parental migration are offset by the positive effects of migration(i.e. higher income). These conclusions can inform migrant parents on ways to utilize their resources to improve the academic performance of their left-behind children.展开更多
Left-behind children comprise a special population inChinese rural areas. According to the 2007 China Census,the number ofleft-behind children aged≤14 years was estimated at 58 million which suggested that these chil...Left-behind children comprise a special population inChinese rural areas. According to the 2007 China Census,the number ofleft-behind children aged≤14 years was estimated at 58 million which suggested that these childrencon stituted a展开更多
Background:The mental health of left-behind rural children of China has become a prominent social problem.At the same time,psychological capital has become a positive psychological resource to promote personal growth....Background:The mental health of left-behind rural children of China has become a prominent social problem.At the same time,psychological capital has become a positive psychological resource to promote personal growth.However,the relationship between psychological capital and mental health of left-behind rural children has not been explored.Method:A total of 332 left-behind rural children were investigated using a questionnaire of psychological capital and mental health scale.The psychological capital status of left-behind rural children and its impact on mental health were analyzed.Results:(1)Left-behind rural children were found to have a psychological capital score of was 3.16±0.56;Gender,age,grade,and school style had no significant effect on psychological capital.(2)Left-behind rural children obtained a mental health score of 2.21±0.5 G and gender,age,grade,and school style had no significant effect on mental health.(3)A significant negative correlation is found between psychological capital and mental health scores of left-behind rural children.Regression analysis shows that psychological capital is negatively correlated with mental health scores.Conclusion:The psychological capital of left-behind rural children can positively predict their mental health,and thus developing the former can promote the latter.展开更多
In the process of social and economic development in China,there appears the inevitable problem of crime of left-behind children.Extensive researches and disputes prove that it is,to a greater extent,a social phenomen...In the process of social and economic development in China,there appears the inevitable problem of crime of left-behind children.Extensive researches and disputes prove that it is,to a greater extent,a social phenomenon resulted from social factors. It is recommended to improve the treatment of migrant workers and solve the problem of school admission for their children,provide effective legal education for those left-behind children whose problem can not be solved in a short term,and supplement the guardianship role to control the crime rate of leftbehind children. Another more effective method is to resume effective control of people's social life through the rural cultural tradition,to fundamentally prevent crime of left-behind children.展开更多
Taking Suining County in Xuzhou city of Jiangsu province as the survey subject,this paper is to study the current English reading situation of the left-behind children based on a questionnaire survey of 472 respondent...Taking Suining County in Xuzhou city of Jiangsu province as the survey subject,this paper is to study the current English reading situation of the left-behind children based on a questionnaire survey of 472 respondents from 4 primary and middle schools in rural areas.The result indicated that there are serious problems in the current situation of English reading among left-behind children in rural areas,which are as follows:insufficient reading time and books,few access to having books,increased digital reading,many reading disabilities,poor reading environment,etc.This paper analyzes the reasons and gives corresponding countermeasures for society,school and family,to improve the English reading condition of rural left-behind children and to better promote their reading ability and habits.It also provides the reference for narrowing the disparity gap of reading resources services between urban and rural China.展开更多
With the development of economy, a large number of surplus labor force in rural areas has been transferred to cities, resulting in the increasing number of left-behind children in rural areas. Left-behind children are...With the development of economy, a large number of surplus labor force in rural areas has been transferred to cities, resulting in the increasing number of left-behind children in rural areas. Left-behind children are in a critical period of ideological enlightenment, accepting obligation education, outlook on life and world outlook, and the absence of parental care and education has a negative impact on their growth. It is an important problem to solve this problem in every aspect of society.展开更多
AIM: To investigate the behaviors of smartphone usage and parental knowledge of vision health among primary students in the rural areas of China. METHODS: In this school-based, cross-sectional study, a total of 52 606...AIM: To investigate the behaviors of smartphone usage and parental knowledge of vision health among primary students in the rural areas of China. METHODS: In this school-based, cross-sectional study, a total of 52 606 parents of students from 30 primary schools in the Xingguo County were investigated through an online questionnaire from July 2020 to August 2020. The self-designed questionnaire contained three parts: the demographic factors of both children and parents, parental knowledge and attitude toward myopia, and the preventive treatment of myopia.RESULTS: A total of 52 485 appropriately answered questionnaires were received, showing an effective response rate of 95.1%. The average age of the primary students was 10.1±0.98 y and the prevalence of myopia among the primary students was 40.3%. The age of myopia occurrence in elementary students was significantly correlated with the parents’ educational level(95%CI: 0.82-0.98, P=0.013), children’s gender(95%CI: 1.08-1.20, P<0.001), school location(county or countryside)(95%CI: 0.59-0.66, P<0.001), children’s smartphone ownership(95%CI: 1.09-1.26, P<0.001), and the average time spent on smartphone per day(95%CI: 0.78-0.88, P<0.001). School location in the county town, high family income, and high parents’educational level significantly affected both parents’ myopia awareness and children’s vision-threatening behaviors(P<0.01). Left-behind children showed a higher incidence of vision-threatening habits than those who lived with their parents(P<0.01).CONCLUSION: The results reveal the current situation of myopia development among rural primary school students and their parents. This survey will serve as a guidance for designing myopic prevention policies in the rural areas of China.展开更多
An increasing number of left-behind children has emerged in rural China as a result of the large-scale migration of rural farmers to urban cities since the 1990s.With the absence of parent(s)from the family,the left-b...An increasing number of left-behind children has emerged in rural China as a result of the large-scale migration of rural farmers to urban cities since the 1990s.With the absence of parent(s)from the family,the left-behind children face crises in socialization and their relationships with their parents are threatened by physical distance.This paper investigates how Chinese left-behind children negotiate the missing roles of parents and how the parent-child relations in such families change over time,through in-depth case studies of two left-behind children with different family backgrounds in rural Henan province.展开更多
文章通过梳理在WOS(Web Of Science)核心数据集、谷歌学术、中国知网(CNKI)等平台筛选出的较高引用率、方法比较规范、与留守儿童主题相关性强的国内外文献159篇,从理论层面总结了儿童地理学研究的新转向:关注儿童与空间的关系,强调儿...文章通过梳理在WOS(Web Of Science)核心数据集、谷歌学术、中国知网(CNKI)等平台筛选出的较高引用率、方法比较规范、与留守儿童主题相关性强的国内外文献159篇,从理论层面总结了儿童地理学研究的新转向:关注儿童与空间的关系,强调儿童在空间使用中的主体性,重视不同情境下儿童地理体验的差异性。并梳理了跨国迁移背景下留守儿童的3个研究主题:从空间视角探讨留守儿童的日常生活实践;从主体性出发探讨儿童在迁移链中的体验;在童年的差异性基础上讨论本土儿童的问题。同时从问题视角和积极视角分析了国内城乡迁移背景下留守儿童的研究主题,指出因现有研究范式中的经验主义和成人中心主义而存在的局限性。尝试勾勒出符合中国情境的留守儿童研究新范式,提出留守儿童的日常生活空间,留守儿童的能动性、异质性和多样性是国内留守儿童研究亟需关注的内容。呼吁学者采用历时和动态的研究设计,充分展现儿童如何理解、体验和应对复杂的流动背景下的日常生活。展开更多
China＇s rapid development and urbanization have induced large numbers of rural residents to migrate from their homes in the countryside to urban areas in search of higher wages. It is estimated that there are more th...China＇s rapid development and urbanization have induced large numbers of rural residents to migrate from their homes in the countryside to urban areas in search of higher wages. It is estimated that there are more than 60 million ＂left-behind children ＂＂ （LBC） remaining in the countryside after their parents migrate, typically living with surrogate caregivers. Extensive research has focused on the impact of parental out- migration on children＇s mental health, but less attention has been paid to the effects of parental return-migration. The present paper examines the changes in mental health before and after the parents of fourth and fifih grade students out-migrate or return-migrate. We draw on a panel dataset collected by the authors of more than 19 000 students from 252 rural primary schools in northwestern China. Using DID and propensity score matching approaches, our results indicate that parental out-migration has a significant negative impact on the mental health of LBC, as they tend to exhibit higher levels of anxiety and lower levels of self-esteem. However, we find that parental return-migration has no significant effect on the mental health of LBC.展开更多
China＇s rapid development and urbanization over the past 30 years have caused large numbers of rural residents to migrate to urban areas in search of work. This has created a generation of children who remain behind ...China＇s rapid development and urbanization over the past 30 years have caused large numbers of rural residents to migrate to urban areas in search of work. This has created a generation of children who remain behind in rural areas when their parents migrate for work. Previous research has found mixed impacts of parental migration on the educational achievement of left-behind children （LBC）, perhaps because of methodological deficiencies and lack of recognition of the heterogeneity of this population of children. Our study attempts to examine the impact of six types of parental migration on the academic achievement of a rural junior high school sample. Our study uses a panel of 7148junior high school students to implement a difference-in-difference analysis and finds that parental migration has a negative and significant impact on the academic achievement of junior high school students. Our study suggests that the Chinese Government should implement measures to dismantle barriers to the human capital accumulation of LBC to ensure sustainable economic growth and human capital development in China.展开更多
China＇s rapid economic growth has been facilitated by its large volume of rural to urban migration. China ＇s projected future development, especially increasing urbanization, implies that such migration will further...China＇s rapid economic growth has been facilitated by its large volume of rural to urban migration. China ＇s projected future development, especially increasing urbanization, implies that such migration will further intensify. However, migration does not come without cost. There are concerns about the potential negative impacts of migration on children＇s care, education, and, in particular, the self-esteem of children left behind in villages where one or both parents have out-migrated to cities. In this paper, we employ unique survey data collected from Shaanxi Province, where more than 4700 ninth grade students from 36 rural junior high schools in five counties were surveyed in late 2011. The results show that having both parents migrate into cities significantly reduced children ＂s self-esteem. The effects are also gender sensitive. Girls that had a father or both parents who had out-migrated were inclined to have lower self-esteem than boys. Moreover, our study findings indicate that parental migration decreased children ＂s self-esteem more for individuals with initial low self-esteem.展开更多
基金the result of a general project titled“Research on the Spread of Chinese Characteristic Culture from the Perspective of English Glocalization”(23WSK133YBM)funded by the Annual Philosophy and Social Science Planning Project of Wenzhou City.It is also the result of a horizontal project titled“Research on Improving the Overall Education Level of Ouhai District-Taking Junior High Education as an Example”(2021031)+1 种基金funded by Ouhai District of Wenzhou City.Additionally,it includes the achievements of“I am Chinese”bilingual innovation practice team of the School of Foreign Languages of Wenzhou University in constructing the practice base for the spiritual and civilized education of underage children in Wenzhouthe results of a horizontal project titled“Research on the Bilingual Patriotic Education Path for Overseas Left-behind Children on the Basis of Volunteer Practice of the Team Titled‘I am Chinese’”(2023-152),funded by Ouhai District of Wenzhou City。
文摘With the increasing development of English globalization,the trend of combining English with local cultures has become more evident.This research focuses on five schools in the Wenzhou overseas Chinese hometown to investigate the current status of English education from the perspectives of teachers,students,and textbooks.The aim was to propose bilingual education strategies for the education of transnational left-behind children(TLC).By examining the situation of English education in this specific context,this study sought to address the unique challenges faced by TLC and provide effective educational approaches.Interviews,observations,and document analysis were employed to gather data by means of questionnaire research methods.The findings of this study settled on the improvement of bilingual education for TLC and insights into enhancing English education in multicultural settings.
基金National“Twelfth Five-Year”Science and Technology Support Program(No.2012BAI01B02)Research on prevention and control of major chronic non-communicable diseases in the Ministry of Science and Technology(No.2016YFC1306100).
文摘Objective:To investigate the prevalence of emotional and behavioral problems and related factors of left-behind children in impoverished rural China(mainly in thefirst grade of junior high school).Methods:A cross-sectional survey of rural households in 27 poverty-stricken counties in 12 provinces across China was conducted using the Strengths and Difficulties Questionnaire(SDQ).Results:The prevalence of emotional and behavioral problems in left-behind children was 11.7%,and that of non-left-behind children was 8.9%.There was statistical difference between the two groups(P<0.01).There are no differences between the two groups in terms of the various factors of SDQ.The incidence of insomnia in the left-behind group was 58.3%,which was higher than that in the non-left-behind group 50.9%(P<0.01);loneliness(62.1%vs.51.8%,P<0.01);running away from home(23.1%vs.18.8%,P<0.01),and self-injury behavior(16.8%vs.12.2%,P<0.01).Left-behind children are more likely to have negative psychological feelings including insomnia,loneliness,self-injury,and run away from home.They also experienced more bullying including maliciously teased by peers,intentionally excluded or isolated,physically threatened or intimidated.All of these factors are associated with their abnormal emotional and behavioural development.Conclusion:The incidence of emotional and behavioral problems of left-behind children in rural areas in poverty-stricken areas is significantly higher than that of non-left-behind children;Logistic regression analysis showed that bullying behavior and abnormal psychological characteristics are significantly associated with left-behind adolescents abnormal emotional and behavioral development.
基金financial support from the Overseas Expertise Introduction Project for Discipline Innovation (B16031)the National Natural Science Foundation of China (71703084)the Fundamental Research Funds for the Central Universities (2017CSZ021)
文摘This study investigates the impact of parental labor migration on the academic achievements and non-academic growth of left-behind children in fourth and seventh grades. Employing survey data collected from rural China in 2014, 2015, and 2016, we examine the effect of parental absence on children's academic achievement using Propensity Score Matching(PSM) and Difference in Difference(DID) methods. The results demonstrate that left-behind children whose parents have migrated for one year have statistically significantly lower academic scores. Academic scores drop lower for fourthgrade students and students from higher-income families. There are also adverse effects on left-behind children's confidence, teacher-student relationships, subjective well-being, and educational expectations if parents migrate for one year. Surprisingly, if parental migration lasts longer(totaling two years), these adverse effects disappear, and student's educational expectations even improve. These results may be because, over time, the adverse effects that occur immediately after parental migration are offset by the positive effects of migration(i.e. higher income). These conclusions can inform migrant parents on ways to utilize their resources to improve the academic performance of their left-behind children.
基金supported by grants from the National Natural Science Foundation of China [81172680]
文摘Left-behind children comprise a special population inChinese rural areas. According to the 2007 China Census,the number ofleft-behind children aged≤14 years was estimated at 58 million which suggested that these childrencon stituted a
基金supported by the National Social Science Fund of China(17BTY043).
文摘Background:The mental health of left-behind rural children of China has become a prominent social problem.At the same time,psychological capital has become a positive psychological resource to promote personal growth.However,the relationship between psychological capital and mental health of left-behind rural children has not been explored.Method:A total of 332 left-behind rural children were investigated using a questionnaire of psychological capital and mental health scale.The psychological capital status of left-behind rural children and its impact on mental health were analyzed.Results:(1)Left-behind rural children were found to have a psychological capital score of was 3.16±0.56;Gender,age,grade,and school style had no significant effect on psychological capital.(2)Left-behind rural children obtained a mental health score of 2.21±0.5 G and gender,age,grade,and school style had no significant effect on mental health.(3)A significant negative correlation is found between psychological capital and mental health scores of left-behind rural children.Regression analysis shows that psychological capital is negatively correlated with mental health scores.Conclusion:The psychological capital of left-behind rural children can positively predict their mental health,and thus developing the former can promote the latter.
文摘In the process of social and economic development in China,there appears the inevitable problem of crime of left-behind children.Extensive researches and disputes prove that it is,to a greater extent,a social phenomenon resulted from social factors. It is recommended to improve the treatment of migrant workers and solve the problem of school admission for their children,provide effective legal education for those left-behind children whose problem can not be solved in a short term,and supplement the guardianship role to control the crime rate of leftbehind children. Another more effective method is to resume effective control of people's social life through the rural cultural tradition,to fundamentally prevent crime of left-behind children.
文摘Taking Suining County in Xuzhou city of Jiangsu province as the survey subject,this paper is to study the current English reading situation of the left-behind children based on a questionnaire survey of 472 respondents from 4 primary and middle schools in rural areas.The result indicated that there are serious problems in the current situation of English reading among left-behind children in rural areas,which are as follows:insufficient reading time and books,few access to having books,increased digital reading,many reading disabilities,poor reading environment,etc.This paper analyzes the reasons and gives corresponding countermeasures for society,school and family,to improve the English reading condition of rural left-behind children and to better promote their reading ability and habits.It also provides the reference for narrowing the disparity gap of reading resources services between urban and rural China.
文摘With the development of economy, a large number of surplus labor force in rural areas has been transferred to cities, resulting in the increasing number of left-behind children in rural areas. Left-behind children are in a critical period of ideological enlightenment, accepting obligation education, outlook on life and world outlook, and the absence of parental care and education has a negative impact on their growth. It is an important problem to solve this problem in every aspect of society.
文摘AIM: To investigate the behaviors of smartphone usage and parental knowledge of vision health among primary students in the rural areas of China. METHODS: In this school-based, cross-sectional study, a total of 52 606 parents of students from 30 primary schools in the Xingguo County were investigated through an online questionnaire from July 2020 to August 2020. The self-designed questionnaire contained three parts: the demographic factors of both children and parents, parental knowledge and attitude toward myopia, and the preventive treatment of myopia.RESULTS: A total of 52 485 appropriately answered questionnaires were received, showing an effective response rate of 95.1%. The average age of the primary students was 10.1±0.98 y and the prevalence of myopia among the primary students was 40.3%. The age of myopia occurrence in elementary students was significantly correlated with the parents’ educational level(95%CI: 0.82-0.98, P=0.013), children’s gender(95%CI: 1.08-1.20, P<0.001), school location(county or countryside)(95%CI: 0.59-0.66, P<0.001), children’s smartphone ownership(95%CI: 1.09-1.26, P<0.001), and the average time spent on smartphone per day(95%CI: 0.78-0.88, P<0.001). School location in the county town, high family income, and high parents’educational level significantly affected both parents’ myopia awareness and children’s vision-threatening behaviors(P<0.01). Left-behind children showed a higher incidence of vision-threatening habits than those who lived with their parents(P<0.01).CONCLUSION: The results reveal the current situation of myopia development among rural primary school students and their parents. This survey will serve as a guidance for designing myopic prevention policies in the rural areas of China.
文摘An increasing number of left-behind children has emerged in rural China as a result of the large-scale migration of rural farmers to urban cities since the 1990s.With the absence of parent(s)from the family,the left-behind children face crises in socialization and their relationships with their parents are threatened by physical distance.This paper investigates how Chinese left-behind children negotiate the missing roles of parents and how the parent-child relations in such families change over time,through in-depth case studies of two left-behind children with different family backgrounds in rural Henan province.
文摘文章通过梳理在WOS(Web Of Science)核心数据集、谷歌学术、中国知网(CNKI)等平台筛选出的较高引用率、方法比较规范、与留守儿童主题相关性强的国内外文献159篇,从理论层面总结了儿童地理学研究的新转向:关注儿童与空间的关系,强调儿童在空间使用中的主体性,重视不同情境下儿童地理体验的差异性。并梳理了跨国迁移背景下留守儿童的3个研究主题:从空间视角探讨留守儿童的日常生活实践;从主体性出发探讨儿童在迁移链中的体验;在童年的差异性基础上讨论本土儿童的问题。同时从问题视角和积极视角分析了国内城乡迁移背景下留守儿童的研究主题,指出因现有研究范式中的经验主义和成人中心主义而存在的局限性。尝试勾勒出符合中国情境的留守儿童研究新范式,提出留守儿童的日常生活空间,留守儿童的能动性、异质性和多样性是国内留守儿童研究亟需关注的内容。呼吁学者采用历时和动态的研究设计,充分展现儿童如何理解、体验和应对复杂的流动背景下的日常生活。
基金The authors are supported by the 111 Project from Ministry of Education of China （Grant No. B 16031 ） and the National Natural Science Foundation of China （Grant Nos. 71333012 and 71473240）.
文摘China＇s rapid development and urbanization have induced large numbers of rural residents to migrate from their homes in the countryside to urban areas in search of higher wages. It is estimated that there are more than 60 million ＂left-behind children ＂＂ （LBC） remaining in the countryside after their parents migrate, typically living with surrogate caregivers. Extensive research has focused on the impact of parental out- migration on children＇s mental health, but less attention has been paid to the effects of parental return-migration. The present paper examines the changes in mental health before and after the parents of fourth and fifih grade students out-migrate or return-migrate. We draw on a panel dataset collected by the authors of more than 19 000 students from 252 rural primary schools in northwestern China. Using DID and propensity score matching approaches, our results indicate that parental out-migration has a significant negative impact on the mental health of LBC, as they tend to exhibit higher levels of anxiety and lower levels of self-esteem. However, we find that parental return-migration has no significant effect on the mental health of LBC.
文摘China＇s rapid development and urbanization over the past 30 years have caused large numbers of rural residents to migrate to urban areas in search of work. This has created a generation of children who remain behind in rural areas when their parents migrate for work. Previous research has found mixed impacts of parental migration on the educational achievement of left-behind children （LBC）, perhaps because of methodological deficiencies and lack of recognition of the heterogeneity of this population of children. Our study attempts to examine the impact of six types of parental migration on the academic achievement of a rural junior high school sample. Our study uses a panel of 7148junior high school students to implement a difference-in-difference analysis and finds that parental migration has a negative and significant impact on the academic achievement of junior high school students. Our study suggests that the Chinese Government should implement measures to dismantle barriers to the human capital accumulation of LBC to ensure sustainable economic growth and human capital development in China.
基金the National Natural Science Foundation of China(grant numbers 71333012/71033003 and 71110107028)
文摘China＇s rapid economic growth has been facilitated by its large volume of rural to urban migration. China ＇s projected future development, especially increasing urbanization, implies that such migration will further intensify. However, migration does not come without cost. There are concerns about the potential negative impacts of migration on children＇s care, education, and, in particular, the self-esteem of children left behind in villages where one or both parents have out-migrated to cities. In this paper, we employ unique survey data collected from Shaanxi Province, where more than 4700 ninth grade students from 36 rural junior high schools in five counties were surveyed in late 2011. The results show that having both parents migrate into cities significantly reduced children ＂s self-esteem. The effects are also gender sensitive. Girls that had a father or both parents who had out-migrated were inclined to have lower self-esteem than boys. Moreover, our study findings indicate that parental migration decreased children ＂s self-esteem more for individuals with initial low self-esteem.
