Left behind but not forgotten: Psychosocial well-being and influencing factors in children with parents working abroad - Evidence from Romania
DOI:
https://doi.org/10.20377/jfr-1087Keywords:
parental migration, left-behind children, psychosocial well-being, risk, resilience, Eastern Europe, adolescents, transnational familiesAbstract
Objective: This study explored whether children with parents working abroad differ from their peers across a broad range of psychosocial well-being indicators, and which contextual and individual factors influence these outcomes.
Background: Rising international economic migration has led to a growing number of 'left-behind' children. While most research points to negative effects on well-being, findings in European settings are inconsistent, highlighting the need for further investigation.
Method: Participants were 314 children aged 10 to 16 from Romanian schools, including 92 with at least one migrant parent. We used propensity score matching to create comparable groups based on demographic and background characteristics. Measures of well-being included self-reports of anxiety and depression, teacher ratings of externalizing behaviours, and objective data on academic performance and peer acceptance. Caregivers provided information on contextual migration-related factors, while individual characteristics were assessed via self-reports and cognitive tasks.
Results: There were nonsignificant differences between children with migrant parents and their peers (p ≥ .29). However, within the group of children with migrant parents, better psychosocial outcomes were predicted by (1) contextual factors such as the migrant parent’s involvement in child-rearing, frequent and sustained communication with the migrant parent, and better financial circumstances; and (2) individual characteristics, including functional information processing patterns and adaptive emotion regulation strategies.
Conclusion: These findings highlight that the impact of parental migration is not uniform, suggesting that both contextual and individual differences play important roles in children's psychosocial well-being.
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