Psychological Development and Education ›› 2015, Vol. 31 ›› Issue (2): 220-229.doi: 10.16187/j.cnki.issn1001-4918.2015.02.12

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The Impact of Classroom Composition on Psychological Adjustment of Left-behind Children: Contrast Effect or Assimilation Effect?

HOU Ke1, LIU Yan2, QU Zhiyong3, ZHANG Yunyun4, JIANG Suo2,5   

  1. 1. Journal of Beijing Normal University, Beijing Normal University, Beijing 100875;
    2. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875;
    3. School of Social Development and Public Policy, Beijing Normal University, Beijing 100875;
    4. National Innovation Center for Assessment of Basic Education Quality, Beijing Normal University, Beijing 100875;
    5. Department of Psychology in School of Environment and Public Health, Wenzhou Medical University, Wenzhou 325035
  • Online:2015-03-15 Published:2015-03-15

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Abstract: Using survey data of 4021 rural children from 103 classes (grades 4 to 9)in Henan and Shanxi Provinces, this article examines how classroom composition, measured by the proportion of students from an intact family background,effects the psychological adjustment (depression, self-esteem, and future-related stress) among rural adolescents,and whether the association differs by family background. After controlling for individual characteristics, class characteristics and school fixed effects, we find that with increasing percentages of students from an intact family background at their classroom,left-behind children experienced low levels of self-esteem,individuals from a non-intact family background experienced more future-related stress. Also we find children had higher depression in a class with high average depression level,regardless of the children's family background.

Key words: left-behind children, classroom composition, psychological adjustment, peer effects, peer contagion, social comparison

CLC Number: 

  • B844
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