The relationship between cumulative family risk and depression in left-behind children: a moderated mediation model

Abstract

Abstract Background Depression in left-behind children has garnered attention from researchers worldwide. However, the mechanisms underlying depression among left-behind children in the context of multiple family risk factors remain unclear. Therefore, this study is grounded in the cumulative risk model, psychological mediation model, and ecological systems theory, and proposes a moderated mediation model. It aims to investigate the mediating role of core self-evaluation in the relationship between cumulative family risk and depression among left-behind children, and whether this process is moderated by school climate. Methods A total of 415 rural left-behind children from 35 townships in Anhui Province, China (54.46% males; mean age = 12.53, SD = 2.27) were investigated using the Cumulative Family Risk Questionnaire, Core Self-Evaluation Scale, Perceived School Climate Questionnaire, and Center for Epidemiologic Studies Depression Scale. Data were processed and analyzed using SPSS 25.0 and PROCESS 3.3. Results After controlling for gender, age, grade, and left-behind type, cumulative family risk positively predicted depression in left-behind children. Core self-evaluation fully mediated the relationship between cumulative family risk and depression in left-behind children. Moreover, school climate moderated the relationship between cumulative family risk and core self-evaluation (the first half of the mediation pathway), indicating that as the school climate level increased, cumulative family risk became more predictive of core self-evaluation. Conclusion The findings elucidate the relationship between accumulated family risks and depression in left-behind children, along with their underlying mechanisms. This insight has implications for preventing and intervening in depression among left-behind children. Initiatives should prioritize interventions at the family level to cultivate a positive family atmosphere and mitigate the accumulation of family risks. Simultaneously, emphasis should be placed on fostering and refining internal appraisal systems without overstating the protective role of a positive school environment, thereby effectively reducing the incidence of depression.