The Effects Of How Core Self-evaluations On Mental Health In Left-behind Rural Middle School Students

With the rapid development of our country, many people went to city to life. There are many left-behind middle school students of rural areas due to their economy and other reasons. Compared with no-left-behind children, the special environment leads to their different mental health, which are lack of loving and caring of parents. There are some left-behind children who are independent character because of this environment. Many research are related to left-behind children, but the left-behind children are considered as “illness children” rather than health children. It's to explore the mechanisms of how personality trait on older left-behind children' mental health of left-behind children who are 12-14 years old.This study used the expert consultation, literature reviewing, and questionnaire method with 450 middle school students(344 rural left-behind middle school students) as the research object. Data were collected and analyzed using the AMOS17.0 and SPSS16.0 software. The analysis methods include descriptive statistics, independent T test, univariate analysis of variance, correlation analysis, reliability analysis, project packaging technology, multiple hierarchical regression analysis and Structural Equation Modeling(SEM) analysis. The results show that:First, there is significant difference between the anxiety of left-behind middle school students and non-left-behind middle school students(t=1.97,p<0.05), but the difference is not significant between life satisfaction and depression of left-behind middle school students and non-left-behind middle school students.Second, there are no significant difference of gender and that whether he or she is the only child in the psychological adjustment(p>0.05). There is no significance difference of different types of care-taking in life satisfaction(p>0.05). The differences of anxiety and depression on types of care-taking in left-behind middle school students was significant(p<0.05). There are no significant difference of gender, types of care-taking and that whether he or she is the only child in core self-evaluations, emotional intelligence, and resilience(p>0.05).Third, the correlation analysis revealed that core self-evaluations is positively significantly related to emotional intelligence ? resilience ? life satisfaction and negatively depression ? anxiety. Emotional intelligence is positively significantly related to resilience ?life satisfaction and negatively depression?anxiety. Resilience is positively related to life satisfaction and negatively anxiety. However, resilience is no significantly related to depression of left-behind middle school students.Fourth, structural equation modeling analysis(SEM) showed that emotional intelligence fully mediated the relationship between core self-evaluations and life satisfaction of left-behind middle school students and did not mediated the relationship between core self-evaluations and anxiety of left-behind middle school students and core self-evaluations and depression;Fifth, structural equation modeling analysis(SEM) showed that resilience partially mediated the relationship between core self-evaluations and life satisfaction, and also partially mediated the relationship between core self-evaluations and anxiety, but did not mediated the association between core self-evaluations and depression of left-behind middle school students.Conclusion: Core self-evaluations of left-behind middle school students has a direct effect on the three aspects of psychological adjustment and indirect effect on the three aspects of psychological adjustment through emotional intelligence and resilience. Left-behind middle school students of rural areas with higher core self-evaluations may increase emotional intelligence, which enhance their life satisfaction; Left-behind middle school students of rural areas with higher core self-evaluations may have higher level of resilience, which decrease their level of anxiety. The results has a certain theoretical guidance and practical significance for improving mental health older left-behind middle school students.