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Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
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Self-compassion promoted educational flow through increased future orientation in left-behind children groups.

Shu Wang1, Ying Yang1, Yiyuan Wen2

  • 1Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.

International Journal of Psychology : Journal International De Psychologie
|March 16, 2023
PubMed
Summary

Self-compassion and future orientation can enhance educational flow for left-behind children (LBC), improving their academic adaptation. These factors help LBC overcome challenges associated with lacking parental care and supervision.

Keywords:
Academic adaptionEducational flowFuture orientationLeft-behind children (LBC)Self-compassion

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Area of Science:

  • Psychology
  • Education
  • Sociology

Background:

  • Left-behind children (LBC) often face academic disadvantages due to absent parental care.
  • Educational flow, an optimal learning state, can benefit adolescent academic adaptation.
  • Self-compassion may foster a growth mindset, enhancing learning immersion.

Purpose of the Study:

  • To explore the level and protective mechanisms of educational flow among LBC.
  • To investigate the role of self-compassion in promoting educational flow in LBC.
  • To examine if future orientation mediates the relationship between self-compassion and educational flow.

Main Methods:

  • Cross-sectional study design.
  • Sample of 371 left-behind children (mean age 14.04) from a Henan province middle school.
  • Statistical analysis to assess associations between family income, self-compassion, future orientation, and educational flow.

Main Results:

  • Family income was positively associated with educational flow in LBC.
  • Self-compassion positively correlated with both future orientation and educational flow.
  • Future orientation positively correlated with educational flow.
  • Self-compassion positively influenced future orientation, which in turn promoted educational flow.

Conclusions:

  • Self-compassion and future orientation are crucial for enhancing educational flow in LBC.
  • Interventions promoting self-compassion and future orientation can improve academic adaptation for left-behind children.
  • Addressing the psychological needs of LBC is essential for their academic success.