With rapid development of economy in China, and the migration of the rural population to the industrialised area have caused the parents to leave behind their children with relatives or care takers. This has resulted in increased number of left-behind children in China. The current study investigated the impact of coping strategies on the academic achievement of the left behind children. The research adopted quantitative research methodology and data was collected from 186 left behind children in Henan Province, China. To investigate the different coping strategies adopted by the children, Children’s Coping Strategies Checklist (Ayers, 1991) was used. Correlation and multiple regression analyses were conducted to examine the relationship between the various predictors and academic achievement. The findings concluded that coping strategies significantly correlated with academic achievement. The multiple regression model with all 11 predictors resulted in R² =30.2, F (11, 174)=6.852, p<.001. This concluded that 30.2% of the variance in achievement can be predicted by coping strategies. Problem focused support were identified as the significant predictors of academic achievement. Other coping strategies did not contribute to the multiple regression model.
Acosta, P. (2006). Labor Supply, School Attendance, and Remittances from International Migration: The Case of El Salvador. World Bank Policy Research Working Paper 3903, The World Bank, Washington, DC.
Asis, M. (2006). Living with migration: experiences of children left-behind in Philippines. Asia Population Studies (2), 45–67.
Ayers, T. (1991). A dispositional and situational assessment of children's coping: Testing alternative theoretical models. Unpublished doctoral dissertation, Arizona State University.
Bakker, C., Elings-Pels, M., & Reis, M. (2009). The Impact of Migration on Children in the Caribbean. Retrieved from http://www.unicef.org/easterncaribbean/Impact_of_Migration_Paper.pdf
Brannon, L., & J., Feist, (2009). Personal coping strategies. Health psychology: An Introduction to behaviour and health (7th ed.), Wadsworth: Cengage Learning
Burleson, B. R. (2003), The experience and effects of emotional support: What the study of cultural and gender differences can tell us about close relationships, emotion, and interpersonal communication. Personal Relationships, 10, 1-23
Cao, C. (2007). Analyzing study performance of rural left-behind children. Education Exploration and Practice, 5, 73–74 (original in Chinese).
Carver, C.S., Scheier, M.F., & Weintraub, J.K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267-283.
Dempsey, M. (2010). Negative coping as mediator in the relation between violence and outcomes: Inner city African American Youth. American Journal of Orthopsychiatry, 72(1), 103-109. DOI: 10.1037/0002-9432.72.1.102
Graham, E., Jordan, L., Yeoh, B., Lam, T., & Asis, M. (2012). Transnational families and the family nexus: perspectives of Indonesian and Filipino children left behind by migrant parent (s). Environment and Planning A. 44(4) 793 – 815
Epstein, S. (2003). Cognitive-experiential self-theory of personality. DOI:10.1002/0471264385.wei0507
Fan, F., Su. L,, Gill. MK & Birmaher. B. (2010). Emotional and behavior problems of Chinese left-behind children: a preliminary study. Social Psychiatry and Psychiatric Epidemiology, 45(6), 655-664. DOI: 10.1007/s00127-009-0107-4.
Folkman, S., & Moskowitz, J. T. (2004). Coping Pitfalls and Promise. Annual Review of Psychology, 55, 745-774.
Gao, Y. et al., (2010). The impact of parental migration on health status and health behavior among left behind adolescent school children in China. BMC Public Health, 10 .56
Hanson, G. H., & Woodruff. C. (2003). Emigration and Educational Attainment in Mexico. University of California, San Diego, Mimeo.
Khabiri, M. (2009). The effect of stress, depression and anxiety on postsecondary students strategies. Journal of College Students Development. 39(1), 11-22.
Koo, A. H. (2014). The doubly disadvantaged: How return migrant students fail to access and deploy capitals for academic success in rural schools. Sociology, 4, 795–811.
Lazarus, R. S. (2000). Toward better research on stress and coping. American Psychologist, 55, 665-673.
Lee, Y.K., Baek, K.W., Yun, K.W., Lim, W., & Lim, W. (2009). The association of coping mechanisms with arterial stiffness in Hwa-Byung patients. Psychiatry Investigation. 6(4), 241-244.
Lv, S. (2006). Research on the issue of left-behind children in rural China. Chinese Women?s Movement, 6, 19–25 (original in Chinese).
Marshall, S. et al. (2013). Non-suicidal self-injury and depressive symptoms during middle adolescence: A longitudinal analysis. J. Youth Adolescent, 42, 1234–1242. DOI: 10.1007/s10964-013-9919-3
Mates, D., & Allison, K. R. (1992). Sources of stress and coping responses of high school students. Adolescence, 27(106), 461-474.
McLanahan, S. S. (1994). Growing up with a single parent: What hurts, what helps. Cambridge, MA: Harvard University Press.
Montague, M., Enders, C., & Castro, M. (2005). Academic and behavioral outcomes for students at risk for emotional and behavioral
In-Text Citation: (Muthukrishnan & Xiani, 2019)
To Cite this Article: Muthukrishnan, P., & Xiani, W. (2019). Coping Strategies as Predictors of Academic Achievement of the Left-Behind Children in Henan Province, China. International Journal of Academic Research in Business and Social Sciences, 9(3), 1028–1043.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
