Linking Callous–Unemotional Traits to Social Withdrawal Among Young Chinese Left-Behind Children: Examining the Moderated Mediation Model

Abstract

Much attention has been given to the predictive role of callous–unemotional (CU) traits in children’s social and peer functioning. As an important dimension of social adaptation, early social withdrawal in preschool left-behind children (LBC) might be the outcome of psychological factors and growth environments. This study explored the predictive effect of CU traits on social withdrawal among preschool LBC, including the indirect effect of emotion regulation and teacher–child relationship quality. Data from 513 Chinese preschool LBC (257 boys and 256 girls) were reported by their teachers in rural areas, including assessments of CU traits, emotion regulation, social withdrawal, and teacher–child relationship quality. Path analyses showed that the CU traits of young LBC could significantly positively predict the prevalence of social withdrawal, and emotion regulation played a key mediating role in this effect path. Notably, teacher–child relationship quality moderated the indirect effect of emotion regulation on CU traits and withdrawal behaviors. Therefore, the moderated mediation model was supported. The findings expanded the recognition of LBC with CU traits and further suggested that the association of some personality traits and growing environments in the early left-behind childhood can significantly make a difference in peer functioning and social adjustment.