Latent profiles of resilience associated with problem behaviors among Chinese preschool left-behind children.
- 1School of Education, Guangzhou University, Guangzhou, China.
- 2Guangzhou Preschool Teachers College, School of Preschool Education, Guangzhou, China.
Abstract
Aim
This study used latent profile analysis (LPA) to investigate the characteristics of resilience among preschool left-behind children in China. We examined the relationship between resilience and problem behaviors in these children and found that the underlying categories of resilience were related to sociodemographics.Design and method
A total of 940 preschool left-behind children from kindergartens in the Zhejiang and Shandong provinces were selected as subjects for this cross-sectional study. We used the Personal Information Form, the Devereux Early Childhood Assessment for Preschoolers (Second Edition), and the Social Skills Improvement System-Rating Scales for measurements.Results
The four resilience profiles for preschool left-behind children showed the best model fit, including the high-resilience group (17.5% of the sample), medium-resilience group (34.5% of the sample), low-resilience group (37.7% of the sample), and risk group (10.3% of the sample). A one-way analysis of variance showed that there were significant differences in problem behaviors among the four groups of children. A multinomial logistic regression analysis showed that child sex, age, parental education, and annual family income had significant predictive effects on the membership of the profiles.Conclusion
Preschool left-behind children generally lack resilience, which is related to their problem behaviors. Therefore, the results of this study can assist in the development of resilience-focused interventions to promote better psychosocial adjustment among preschool left-behind children.
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BibTeX
@article{qiao2026latent,
title = {{Latent profiles of resilience associated with problem behaviors among Chinese preschool left-behind children.}},
author = {Tianqi Qiao and Haocai Hong and Pingzhi Ye and Jiaxin Xiang and Xinxin Wang},
journal = {Frontiers in psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1801900},
url = {https://europepmc.org/article/MED/42924151},
note = {CC BY},
}
RIS
TY - JOUR
TI - Latent profiles of resilience associated with problem behaviors among Chinese preschool left-behind children.
AU - Tianqi Qiao
AU - Haocai Hong
AU - Pingzhi Ye
AU - Jiaxin Xiang
AU - Xinxin Wang
PY - 2026
DA - 2026/10/08
JO - Frontiers in psychology
DO - 10.3389/fpsyg.2026.1801900
UR - https://europepmc.org/article/MED/42924151
AB - Aim This study used latent profile analysis (LPA) to investigate the characteristics of resilience among preschool left-behind children in China. We examined the relationship between resilience and problem behaviors in these children and found that the underlying categories of resilience were related to sociodemographics.Design and method A total of 940 preschool left-behind children from kindergartens in the Zhejiang and Shandong provinces were selected as subjects for this cross-sectional study. We used the Personal Information Form, the Devereux Early Childhood Assessment for Preschoolers (Second Edition), and the Social Skills Improvement System-Rating Scales for measurements.Results The four resilience profiles for preschool left-behind children showed the best model fit, including the high-resilience group (17.5% of the sample), medium-resilience group (34.5% of the sample), low-resilience group (37.7% of the sample), and risk group (10.3% of the sample). A one-way analysis of variance showed that there were significant differences in problem behaviors among the four groups of children. A multinomial logistic regression analysis showed that child sex, age, parental education, and annual family income had significant predictive effects on the membership of the profiles.Conclusion Preschool left-behind children generally lack resilience, which is related to their problem behaviors. Therefore, the results of this study can assist in the development of resilience-focused interventions to promote better psychosocial adjustment among preschool left-behind children.
SN - 1664-1078
ER -