A Study on the Pathways for Enhancing the Proactive Empowerment Capability of Left-behind Children in Remote Regions under the Orientation of Educational Equity

Anqi Dou; Jun Li

doi:10.70088/qehn9d89

Authors

Anqi Dou Department of Foreign Languages Teaching, Hainan Vocational University of Science and Technology, Haikou, China Author
Jun Li School of Design, Hainan Vocational University of Science and Technology, Haikou, China Author

DOI:

https://doi.org/10.70088/qehn9d89

Keywords:

left-behind children, empowerment capability, educational equity, family support, academic self-efficacy, Structural Equation Modeling (SEM)

Abstract

This study investigates the pathways for enhancing the positive development capacity of left-behind children in remote and underserved rural areas within the framework of educational equity. Drawing on empowerment theory and self-efficacy theory, the research proposes a structural model that examines the effects of family support and access to educational resources on development capacity, mediated by academic self-efficacy. Using Structural Equation Modeling (SEM) and a simulated dataset of 300 left-behind children, the study reveals that family support has the strongest direct and indirect influence on empowerment, while educational resources also play a meaningful but comparatively smaller role. Academic self-efficacy emerges as a key mediating variable and a significant predictor of empowerment capability. The findings suggest that improving family engagement and educational conditions in remote areas can effectively foster self-confidence and participation among left-behind children. The study offers recommendations to promote equitable educational environments and psychological development for disadvantaged youth in rural China.