Psychological Development and Education ›› 2025, Vol. 41 ›› Issue (1): 86-98.doi: 10.16187/j.cnki.issn1001-4918.2025.01.10

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Reciprocal Relations between Interpersonal Sensitivity and Problem Behaviors among Left-behind Children: Between- and Within-person Effects

XU Shanshan1,2, HUANG Shuzhen3, CUI Xiumin1,4, CHEN Hui5, LIN Xiuyun6   

  1. 1. College of Education for the Future, Beijing Normal University, Zhuhai 519087;
    2. Department of Student Affairs, Jiaying University, Meizhou 514015;
    3. Xiushan County Teachers' Training School, Chongqing 409900;
    4. The Affiliated Kindergarten of Meilian Primary School, Shenzhen 518035;
    5. Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing 100083;
    6. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Published:2025-01-22

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Abstract: This study examined the between-and within-person reciprocal relationships between interpersonal sensitivity and problem behaviors among left-behind children using cross-lagged modeling (CLPM) and random intercept cross-lagged modeling analysis (RI-CLPM). A sample of 545 left-behind children completed a three-wave longitudinal survey. Data analysis revealed: (1) The results of the CLPM demonstrated a significant reciprocal relationship between the interpersonal sensitivity of left-behind children and their internalizing and externalizing problems at the between-person level, respectively; (2) The RI-CLPM revealed significant within-person reciprocal relationships between interpersonal sensitivity and internalizing problems, but no significant within-person reciprocal relationships between interpersonal sensitivity and externalizing problems were found; (3) No differences were found in the reciprocal relationship between interpersonal sensitivity and problem behaviors among different types of left-behind children. These findings highlight the importance of distinguishing between- and within-person associations. Future prevention or intervention research should focus on left-behind children with high levels of interpersonal sensitivity, internalizing problems, and externalizing problems. Educators and parents need to make efforts to reduce the interpersonal sensitivity and internalizing problems of left-behind children in order to break the vicious cycle.

Key words: left-behind children, interpersonal sensitivity, internalizing and externalizing problems, between-person associations, within-person associations, reciprocal relations

CLC Number: 

  • B844
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