TY  - EJOU
AU  - Huang, Yazhou 
AU  - Yi, Xing 
AU  - Huang, Xiaoyun 
AU  - Li, Ruoya 

TI  - Interpersonal Disturbance and Psychological Security among China’s Left-Behind Children: The Serial Mediation Effect of Resilience and Self-Esteem
T2  - International Journal of Mental Health Promotion

PY  - 
VL  - 
IS  - 
SN  - 2049-8543

AB  - <b>Backgrounds:</b> Left-behind children are particularly vulnerable to emotional and social maladjustment due to prolonged parental absence, yet the psychological mechanisms linking interpersonal disturbance to their psychological security remain insufficiently understood. Guided by the Conservation of Resources Theory, this research aims to explore how interpersonal disturbance influcence psychological security among left-behind children, specifically through the serial mediation effect of resilience and self-esteem. <b>Methods:</b> Survey questionnaires were distributed via convenience sampling to left-behind children whose age ranging from 10 to 13 years old in Guangxi, China, finally, 696 valid responses (Mean age = 11.40, Standard Deviation (SD) = 0.98) were retained for analysis to test the hypothesized mediation model. <b>Results:</b> Interpersonal disturbance showed a significant negative association with psychological security among left-behind children (<i>β</i> = −0.493, 95% Confidence Interval (CI) [−0.548, −0.438], <i>p</i> &lt; 0.001). Resilience and self-esteem functioned as key links within the connection between these two variables (<i>β</i> = −0.101, 95%CI [−0.134, −0.068]; <i>β</i> = −0.058, 95%CI [−0.080, −0.036], both <i>p</i> &lt; 0.001, respectively). This relationship was also characterized by the serial mediation effect of resilience and self-esteem (<i>β</i> = −0.052, 95%CI [−0.069, −0.035], <i>p</i> &lt; 0.001). <b>Conclusions:</b> Interpersonal disturbance is not only directly associated with lower psychological security among left-behind children but also relates to it through its connection with diminished resilience and self-esteem. This research highlights the complex interface of factors surrounding the psychological security of left-behind children in school environment, indicating that educational support might be most effective when focusing on interpersonal environments and the stability of children’s internal resources.
KW  - Interpersonal disturbance; resilience; self-esteem; psychological security; left-behind children

DO  - 10.32604/ijmhp.2026.080202