本研究的目的是探讨领悟社会支持对自尊的影响,心理健康，以及留守儿童（LB）的入学准备。它进一步旨在了解心理弹性在感知社会支持和自尊之间的关系中的中介作用。心理健康，和学校准备。为此,采用中国大陆8-12岁LB儿童的人口框架。通过偏最小二乘（PLS）结构方程模型，以335的样本量达到研究结果。SmartPLS已用于分析数据。在这项研究中获得的结果表明，感知的社会支持在增强心理健康中起着非常重要的作用。自尊,和LB儿童的学校准备。还发现，感知的社会支持在心理弹性中起着积极作用。此外，还发现，心理弹性是自尊和学校准备的重要预测指标。Further,事实证明，心理弹性是感知社会支持与自尊之间关系的重要中介；以及感知社会支持与学校准备之间的关系。
Objective of this study is to investigate the impact of perceived social support on the self-esteem, mental wellbeing, and school readiness of left-behind (LB) children. It further aims at understanding the mediating role of psychological resilience between the relationships of perceived social support and self-esteem, mental wellbeing, and school readiness. For this purpose, population frame of the LB children between the ages of 8-12 years in Mainland China was taken. The sample size of 335 was taken to reach the findings through partial least square (PLS) structural equation modeling. The SmartPLS has been used to analyze the data. The results obtained in this study have shown that the perceived social support plays a very significant role in enhancing the mental wellbeing, self-esteem, and school readiness of the LB children. It has also been found that the perceived social support plays a positive role in the psychological resilience. Furthermore, it has also been found that the psychological resilience is an important predictor of self-esteem and school readiness. Further, the psychological resilience has proved to be significant mediator between the relationship of the perceived social support and self-esteem; and also between the relationship of the perceived social support and school readiness.
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