ISSN: 2226-6348
Open access
Summary: The increase in the number of left-behind children in China has recently attracted significant attention in academic research. The objective of this study is to comprehensively examine important academic literature on left-behind children in rural China, using the resources provided by CNKI.
Purpose: This study aims to comprehensively analyse and integrate the existing research literature on left-behind children, a unique group of individuals. It will investigate the current state of research, the methodologies used, the findings, and identify potential areas for future investigations in this field.
Method: A comprehensive investigation was conducted on the main Chinese literature that focuses on rural left-behind children, as well as the CSSCI journals that are accessible in the CNKI database. A grand total of 1619 relevant literary works were obtained, encompassing the time period from 2000 to 2023. Subsequently, a visual analysis was performed on these documents using CiteSpace.
Results: The CiteSpace programme was utilised to aggregate statistical data on literature pertaining to left-behind children, which was sourced from Chinese core and CSSCI journals published between 2000 and 2023 on CNKI. The primary areas of research concerning left-behind children primarily focus on their psychological well-being, their experiences in rural environments, and the factors that influence their overall welfare.
Conclusion: The findings highlight the complex and serious nature of the situation of left-behind children. This study provides significant insights that can contribute to the development of theoretical frameworks, practical applications, and prospective solutions for addressing the issues experienced by left-behind children in rural China.
An, X. (2021). Discussion on the influencing factors and responses of mental health education for left-behind children. New course(48), 21. Retrieved from
https://kns.cnki.net/kcms2/article/abstract?v=dFlgZ3unFPjxf8WyWpoUZonZo_11gm5AfYZgu_kPw-NiI5CW_1cAA-ruBkIFoVZz9pyNx2D40I47DwK0Nh-nJwYIHr1qUNzzYaJ9WRMmppQcgqQ7RdB4u2k8VL0lJtvoN7gei2BdEuHvdelai3uohA==&uniplatform=NZKPT&language=CHS
Bai, Y., Xuan, Z., & Liu, C. (2023). Effect of rural parental outing on early infant and toddler development: evidence from 891 households in Yunnan Province. . China Rural Economy(08), 148-167+185-190. doi:10.20077/j.cnki.11-1262/f.2023.08.007
Chen, C., Xiao, R., Gu, X., & Wu, L. (2022). A Literature Review of Left-behind Children from the Perspective of Child Geography. Tropical Geography, 42(03), 373-384.
Cheng, P., Da, C., Cao, F., Li, P., Feng, D., & Jiang, C. (2010). A comparative study of psychological abuse and neglect and emotional and behavioral problems of left-behind and non-left-behind children in rural areas. Chinese Journal of Clinical Psychology(02), 250-251+253. doi:10.16128/j.cnki.1005-3611.2010.02.035.
Cui, B. (2023). Family socioeconomic status, parent-child relationship and the positive development of rural left-behind children in underdeveloped areas: A study based on the survey data of rural children in two provinces and two schools. Population and Development, 29(04), 2-19. Retrieved from
https://kns.cnki.net/kcms2/article/abstract?v=dFlgZ3unFPh3pxZvcA1V1-T27IwGUZwYDHR3vMmrGTY3gFCNvBaPUG3TTXXvTxwax-hW69bMpwBMBYQ76xBci3S0bzry4RiigfvHPn2SZ2Wmr125VvHSebZSELD0l-t_wqmSbn7d2DUqLhoUSy_-qg==&uniplatform=NZKPT&language=CHS
Cui, S., & Wu, Q. (2023). Justifying "Mobility": The Meaning and Role of Active Educational Mobility. Journal of East China Normal University (Educational Sciences)(11), 108-126. doi:10.16382/j.cnki.1000-5560.2023.11.009.
Cui, Y., & Xu, Z. (2021). Effects and mechanisms of parental migration on non-cognitive ability of rural left-behind children. Zhejiang Academic Journal(05), 125-136.
Dai, B. (2012). Psychological characteristics and educational strategies of left-behind children in rural areas. Educational Theory & Practice, 23(13), 44-47.
Dai, B. (2022). Education of Left-behind Children in Rural Areas Based on Home-School Coordination. Educational Theory and Practice, 42(22), 27-33.
Dai, B., Lu, F., & Fu, S. (2022). Focusing on the Mental Health of Rural Left-behind Children in Healthy China: A Study on the Characteristics of Psychological Development of Rural Left-behind Children. Special Education in China(03), 3-8.
Fan, Z., & Wu, Y. (2020). Parent-child relationship and loneliness and depression in rural left-behind children: The mediating and moderating role of gratitude. Psychological development and educational problems of left-behind children in rural China., 36(06), 734-742.
Gao, S., & Chen, G. (2022). Effects of multiple traumatic experiences and feelings of hopelessness on depression in rural left-behind and non-left-behind children. Hubei Social Sciences(12), 64-72.
Han, Z., Guo, C., Wang, D., Yu, B., & He, L. (2023). The relationship between self-esteem and aggression in left-behind children: the mediating role of life satisfaction and psychological quality. Journal of Southwest University(Natural Science Edition), 45(12), 28-35.
Huang, H., Chen, J., & Wang, Q. (2022). The relationship between social support and social adaptation of rural left-behind children: the mediating role of self-esteem. Chinese Journal of Health Psychology(05), 713-717. doi:10.13342/j.cnki.cjhp.2022.05.016.
Jia, X. (2007). The "Gap" of Family Education and the "Filling" of School Education: The Problem of Personality Development of Rural Left-behind Children and Its Solution. Liaoning Educational Research(05), 34-36.
Li, J. (2017). CiteSpace: Scientific and Technological Text Mining and Visualization. Beijing: Capital University of Economics and Business Press, 2nd Edition.
Li, J., & Feng, L. (2008). Environmental factors influencing the psychological development of rural left-behind children. Journal of Guizhou Normal University (Social Sciences)(05), 118-121.
LI, S. (2009). An analysis of the family environment, mental health and academic performance of rural "left-behind children". Hubei Social Sciences(09), 182-185.
Li, Y., & Du, X. (2016). A Study on the Protective Factors of Resilience of Rural Left-behind Children: From the Perspective of the Life History of Left-behind College Students. Social Sciences for Chinese Youth, 35(04), 69-74.
Li, Y., Luo, P., & Tan, Y. (2008). A Study on the Resilience of Rural Left-behind Children. Journal of Henan University (Social Sciences)(01), 13-18.
Liao, J., Liu, Y., Chen, S., Li, J., Wang, X., & Yu, B. (2023). The Effect of Family-School Interpersonal Relationships on Left-behind Children's Social Adaptability: The Chain Mediating Role of Self-esteem and Life Satisfaction. Journal of Southwest University(Natural Science Edition)(12), 2-11. doi:10.13718/j.cnki.xdzk.2023.12.001.
Liu, H., Zhou, T., Zhang, C., & Wang, X. (2023). Research progress on the effect of parent-child separation on depression in left-behind children. Chinese Journal of School Health(10), 1592-1595+1600. doi:10.16835/j.cnki.1000-9817.2023.10.034.
Liu, X. (2020). Improvement and innovation of education and care system for left-behind children in the context of rural revitalization. Agricultural Economics(12), 105-107.
Pan, Y. (2021). Application of Positive Psychology in the Healthy Psychological Shaping of Rural Left-behind Children: A Review of Research on the Positive Psychological Development and Shaping of Rural Left-behind Children. Social Scientist(03), 164.
Wang, J. (2017). Analysis of Rural Population Development in Nantong. China Statistics(03), 42-44.
Wang, Q., & Zheng, X. (2023). "Electronic probiotics": mobile game dependence and causes of left-behind children in rural areas. Media Watch(11), 22-31.
Wu, C., Cai, C., & Tai, Q. (2005). Psychological problems of left-behind children in rural areas and their solutions. Educational Exploration(12), 100-101.
Wu, L. (2023). Social Work Services for Language Communication for Left-behind Children. Studies in Language Strategy, 8(06), 5-6.
Xu, C., & Zhang, C. E. (2023). Re-understanding Separation: Reflections on Social Work with Left-behind Children from a Family Perspective. Journal of Huazhong Agricultural University (Social Sciences)(04), 167-174.
Xu, H., & Qin, Y. (2020). Current Situation and Prospect of Research on Rural Left-behind Children in China: A Textual Analysis Based on the Study of Rural Left-behind Children from 2004 to 2020. Journal of Sichuan Normal University (Social Sciences), 47(03), 95-102.
Yang, H. (2012). Problems and countermeasures of intergenerational guardianship of rural left-behind children from the perspective of children's rights. Guangxi Social Sciences(09), 77-80.
Ye, M., Zhang, J., & He, D. (2006). Analysis of influencing factors of mental health of left-behind children and countermeasures. Medicine and Philosophy (Humanities and Social Medicine)(06), 67-69.
Ye, Y., Shen, C., & Qiu, W. (2017). Meta-analysis of social support for left-behind children. Education Review(08), 18-22+32.
Zhang, M. (2014). Social support behavior choices of left-behind children from the perspective of trust. Jianghan Forum(12), 132-137.
Zhang, Y., & Xu, X. (2023). Progress and Trends of Psychological Research on Left-behind Children in China in the Past Decade: A Visual Analysis Based on CiteSpace Knowledge Graph. Mental Health Education in Primary and Secondary Schools(30), 4-12.
Zhao, J. (2015). Resilience frees left-behind children from growing difficulties. People's Education(22), 1.
Zhou, X., Hou, X., & Wang, W. (2020). Improving the resilience of migrant children from an ecosystem perspective. Chinese Youth Social Sciences, 39(02), 97-105.
Zhou, Z. (2013). The impact of lack of family education on left-behind children in rural areas and countermeasures. Jiangxi Social Sciences, 33(11), 197-200.
Zhou, Z., Sun, X., & Fan, C. (2007). Problems and countermeasures of psychological development of rural left-behind children. Journal of South China Normal University (Social Sciences)(06), 119-125+160.
Zhou, Z., SUN, X., Liu, Y., & Zhou, D. (2005). Psychological Development and Education of Rural Left-behind Children. Journal of Beijing Normal University (Social Sciences)(01), 71-79. Retrieved from
https://kns.cnki.net/kcms2/article/abstract?v=3IEynGI71r9sJnhdnLgXh0mNC9HMKvv-wZSRq20qloRDHK3GL0dh22Jvj6lHJLKP5pIesMv74dretAicKM0gyks0Jnb7F2KBj_RVb0dP0sr69I7G573E7qNCcNJT_N6GZx0Msd5ZSzg=&uniplatform=NZKPT&language=CHS
(Jiang et al., 2024)
Jiang, Y., Yusof, N. M., Fariduddin, M. N., Radzi, F. A. M., Peng, S., Zhou, L., Zhu, R., & Xiao, Y. (2024). Mapping the Evolution of Research on Left-Behind Children in China: A CiteSpace Bibliometric Analysis. International Journal of Academic Research in Progressive Education and Development, 13(1), 720–732.
Copyright: © 2024 The Author(s)
Published by HRMARS (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