Exploring School Belongingness Among Left-Behind Children in China: The Roles of Preference for Solitude, Academic Engagement, and Academic Stress

The loneliness and sense of belonging of left-behind children have garnered significant scholarly attention due to their socio-emotional significance. However, the mechanisms underlying the relationship between these constructs remain underexplored. Drawing on ecological systems theory, attachment theory, and self-determination theory, this study explored the relationship between a preference for solitude and school belongingness among left-behind children, as well as the influencing mechanisms of academic engagement and academic stress on this relationship. Using data collected from 1,289 left-behind children, our findings reveal that preference for solitude exerts a significant negative influence on school belongingness. Academic engagement partially mediates the relationship between preference for solitude and school belonging, indirectly enhancing the latter. Additionally, academic stress positively moderates the relationship between preference for solitude and academic engagement, while negatively moderating the relationship between academic engagement and school belongings. These results contribute to the theoretical understanding of the psychological and academic factors that influence left-behind children, offering practical implications for fostering positive behaviors, improving psychological well-being, and guiding equitable educational interventions. By elucidating these mechanisms, this study provides actionable insights for designing effective strategies to support the holistic development of children left behind.