Factor structure and measurement invariance of the Depression anxiety stress scale (DASS-21) in Chinese left-behind and non-left-behind children: an exploratory structural equation modeling approach.

BACKGROUND: Comprehensive data has shown that adolescents often suffer from depression, anxiety, and low self-esteem, and are in a particularly fragile stage of psychological, physiological, and social development. Left-behind children in particular tend to have significantly higher, state anxiety and depression compared to non-left-behind children. The Depression, Anxiety, and Stress Scale (DASS-21) is an effective tool for evaluating depression, anxiety, and stress, and is used to measure levels of depression, anxiety, and stress in groups from a variety of backgrounds. The purpose of this study was to determine the effectiveness, reliability, and measurement invariance of the DASS-21 in Chinese left-behind children. METHOD: The test and re-test method was used (N = 676), and the exploratory structural equation model (Mplus v.8.3) used to verify basic measurement models. For measurement invariance, the configural, weak, strong, and strict models were tested. The reliability of the DASS-21 was also tested using the collected data. RESULTS: Analysis results showed that the DASS-21 had a stable three-factor structure in the sample of left-behind children in China. The measurement invariance test showed that gender and time not only had strong invariance, but also strict invariance. The results of cross left and non-left invariance indicated a lack of strict invariance. Finally, the McDonald's omega coefficient of the DASS-21 total scale was 0.864, and the internal consistency of each subscale was also good. CONCLUSIONS: The DASS-21 is shown to be an effective and reliable tool for measuring depression, anxiety and stress in Chinese left-behind children.

Validity and Longitudinal Invariance of the 10-Item Connor-Davidson Resilience Scale (CD-RISC-10) in Chinese Left-Behind and Non-Left-Behind Children.

The 10-item Connor-Davidson Resilience Scale (CD-RISC-10) is a self-report instrument widely used to assess resilience in particular demographics. This study aimed to evaluate the validity and measurement invariance (MI) of the CD-RISC-10 in Chinese left-behind children. A total of 968 children from three middle schools in Guizhou Province participated in this study, with the CD-RISC-10 used twice, at the base line time point and again after six months. The Ego-resilience Scale (ERS), and General Self-efficiency Scale (GSES-10) were also used as criteria-related validity instruments. Confirmatory factor analysis (CFA) was carried out to examine the one-factor model and the MI with regards to gender and left-behind status, as well as the longitudinal measurement invariance (LMI). The study proved satisfactory reliability and validity of the CD-RISC-10, with good criterion validity with the ERS and GSES-10. CFA results showed that the satisfactory model fit for the one-factor structure was supported in all groups (e.g., CFI = .942, TLI = .925, RMSEA = .057). The strict MI was evident across genders, as well as both the left-behind and non-left-behind groups. Additionally, the LMI of the CD-RISC-10 was also adequately supported. Generally speaking, these findings demonstrate that the CD-RISC-10 can effectively measure the resilience level of left-behind children - boys as well as girls - in China.

Peer Victimization and Nonsuicidal Self-Injury Among Chinese Left-Behind Children: The Moderating Roles of Subjective Socioeconomic Status and Social Support.

Peer victimization is a serious issue among school-aged children. Chinese left-behind children tend to experience peer victimization and associated nonsuicidal self-injury (NSSI) behavior. However, the possible improvement of subjective socioeconomic status (SES) based on increased family income may serve to buffer the relationship between peer victimization and NSSI, and this buffering effect may differ by level of social support. Thus, the current study aimed to examine the moderating effect of subjective SES on the relationship between peer victimization and NSSI by the level of social support among Chinese left-behind children. A total of 431 left-behind children and 447 non-left-behind children (comparison group) completed self-report scales measuring peer victimization, NSSI, subjective SES, and social support. Results showed that peer victimization was positively related to NSSI among left-behind children, but not among non-left-behind children. Moreover, for left-behind children with low levels of social support, high subjective SES intensified the association between peer victimization and NSSI; peer victimization was positively associated with NSSI among left-behind children who reported high subjective SES, but not among those with low subjective SES. However, high levels of social support seemed to protect the left-behind children with high subjective SES who experienced peer victimization from NSSI. For non-left-behind children with both parents present, high subjective SES played a protective role in the association between peer victimization and NSSI, regardless of the levels of social support they enjoyed. These findings contribute to an understanding of subjective SES as a moderating mechanism in the association between peer victimization and NSSI among left-behind children. Social support proved central to the protective role of subjective SES. Intervention programs to enhance social support can help to strengthen the protective effect of subjective SES on NSSI among left-behind children who experience peer victimization.

Corrigendum: Stressful Life Events, Depression, and Non-Suicidal Self-Injury Among Chinese Left-Behind Children: Moderating Effects of Self-Esteem.

[This corrects the article DOI: 10.3389/fpsyt.2019.00244.].

Stressful Life Events, Depression, and Non-Suicidal Self-Injury Among Chinese Left-Behind Children: Moderating Effects of Self-Esteem.

Using cross-sectional data of the children in the Guizhou Province of China, the present study examined the association between stressful life events and self-esteem, depression, and non-suicidal self-injury (NSSI). The participants included 1,210 children recruited from four junior high schools. Self-report questionnaires concerned stressful life events, self-esteem, depression, and NSSI. Results indicated that Chinese left-behind children who faced more stressful life events were more likely to engage in depression and non-suicidal self-injury (NSSI). Moreover, self-esteem moderated the association between stressful life events and depression, and the association between stressful life events and NSSI. For the left-behind children reporting higher levels of self-esteem, the negative effect of stressful life events on depression and NSSI appeared weaker, compared to those who reported lower levels of self-esteem. In addition, the left-behind type also has a moderating effect on the relationship between stressful life events and NSSI. With the increase of stressful life events, the NSSI among the one-migrating-parent group grows more rapidly than that among the two-migrating-parents group. The findings suggest that self-esteem and left-behind type are important individual factors for Chinese left-behind children.

How belief in a just world might shape responses to discrimination: A case study of left-behind children in China.

BACKGROUND: Previous study has indicated that perceived discrimination affected the children's behaviors, but whether belief in a just world moderates the relationship between perceived discrimination and problem behaviors among left-behind children and whether there are differences between boys and girls are still unknown. AIMS: This study aims at exploring whether perceived discrimination influences the left-behind children's behaviors and the moderating role of belief in a just world among both boys and girls. METHODS: Using cross-sectional data on rural left-behind children in Henan Province of China, this study examined the relationships among perceived discrimination (personal and group), belief in a just world and problem behaviors for both boys and girls. The participants included 336 boys and 310 girls. Self-report questionnaires captured perceived discrimination, belief in a just world and problem behaviors. RESULTS: The results demonstrated that Chinese left-behind boys who perceived a high amount of personal discrimination were prone to exhibit problem behaviors. Yet, neither perceived personal nor group discrimination was associated with problem behaviors among the left-behind girls. Moreover, the children's belief in a just world moderated the association between perceived discrimination and problem behaviors among the boys; in those who reported higher levels of belief in a just world, the negative effect of perceived personal discrimination on problem behaviors appeared weaker, comparing to those who reported lower levels of belief in a just world. In addition, the negative effect of perceived group discrimination on problem behaviors appeared stronger among the left-behind boys who reported higher levels of belief in a just world. CONCLUSION: Belief in a just world provided a protect function for the left-behind children when facing perceived personal discrimination. More attention should be paid on belief in a just world, perceived discrimination and problem behaviors among left-behind children.