Abstract:

This study draws on data from 5 914 middle school students with rural household registration in 103 schools across six counties in western China. Using a combination of propensity score matching and multilevel logistic models,it examines the long-term effects and mechanisms of early left-behind experiences (ages 3—6) on core skill resilience during middle school. The findings show that,even after controlling for current left-behind status and parental involvement,early left-behind experiences continue to exert a lasting negative effect on students’ core skill resilience. Mechanism analysis indicates that early left-behind experiences have a long-term negative impact on students’ perceived family support. A lower level of perceived family support directly weakens core skill resilience and, indirectly,undermines it by diminishing “parent-driven” learning motivation. Based on these findings,the study suggests that support policies should also extend to the “formerly left-behind” population.

Key words: early left-behind experiences (ages 3—6), core skill resilience, perceived family support, “parent-driven” learning motivation