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The Relationship Between Home Environment, Executive Function And School Readiness Among Leftbehind 5-6 Year-Old Children In Rural Henan Province Of China

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dc.contributor.authorZhang, Jie
dc.date.accessioned2026-05-08T01:19:05Z
dc.date.available2026-05-08T01:19:05Z
dc.date.issued2025-03
dc.description.abstractThis study explores the relationships among home environment (he), executive function (ef), and school readiness (sr) in left-behind children (lbc) aged 5-6 years in rural china. Specifically, it investigates how different aspects of he influence both academic and non-academic sr, the mediating role of ef, and whether lbc status moderates these relationships. A cross-sectional research design was employed, involving 300 preschool children selected through random sampling from kindergartens in rural henan province. Data were collected using the international development and early learning assessment (idela) for sr, the early years toolbox (eyt) for ef, and the idela questionnaire for he. The findings reveal that disadvantaged he negatively impacts both ef and sr, with ef partially mediating the relationship between he and sr. Lbc scored significantly lower in ef and sr compared to their non-lbc peers, but the moderating effect of lbc status was not statistically significant. The study concludes that enhancing the he of lbc can improve their sr outcomes, mitigating challenges associated with parental separation.
dc.identifier.urihttps://erepo.usm.my/handle/123456789/24131
dc.language.isoen
dc.subjectCognition in children — China
dc.titleThe Relationship Between Home Environment, Executive Function And School Readiness Among Leftbehind 5-6 Year-Old Children In Rural Henan Province Of China
dc.typeResource Types::text::thesis::doctoral thesis
dspace.entity.typePublication
oairecerif.author.affiliationUniversiti Sains Malaysia
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