Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (6): 834-844.doi: 10.16187/j.cnki.issn1001-4918.2021.06.10

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Receptive Language Skills and Social Withdrawal among Chinese Left-behind Preschool Children: A Moderated Mediation Model

ZHAN Shuwei1,2, YANG Ning1, ZHAO Bihua2   

  1. 1. School of Education, South China Normal University, Guangzhou 510631;
    2. School of Educational Science, Anhui Normal University, Wuhu 241000
  • Published:2021-11-16

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Abstract: Based on the social withdrawal Questionnaire, the Teacher-Child Relationship Scale, PPVT-R and H-T-K-S, a sample of 484 Chinese Left-behind preschool children were recruited for the study to explore the mechanism of the relationship between receptive language skills and social withdrawal. The results are as followings:(1) After controlling for age, receptive language skills has significant direct effect on social withdrawal. However, it could negatively predict social withdrawal through the mediation of executive function; (2) The mediating effects of executive function in the association between receptive language skills and social withdrawal are moderated by teacher-child relationship. The indirect effects are stronger for individuals with a lower level of teacher-child relationship. Specifically, teacher-child relationship moderated the second path of the mediation; (3) For individuals with a higher level of teacher-child relationship, the negative direct effect of executive function on social withdrawal and the mediating effect of executive function in the association between receptive language skills and social withdrawal are not statistically significant. The results may contribute to a better understanding of the effects as well as the mechanisms, and the conditions of receptive language skills on social withdrawal. It has certain enlightenment to the prevention and intervention the social withdrawal of Chinese Left-behind preschool children.

Key words: left-behind preschool children, receptive language skills, executive function, social withdrawal, teacher-child relationship

CLC Number: 

  • B844
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