Introduction: While the well-documented negative correlation between both parents migrating and the academic performance of left-behind children (LBC) in rural China is widely acknowledged, it's important to recognize that statistical data reveals millions of children experiencing both parents migrating. This discrepancy between the documented negative impact and the prevalence of both parents migrating can be attributed to previous studies primarily focusing on the direct effects.
Methods: Employing national representative panel data and FE model, this study estimates the direct impact of both parents migrating and the indirect effects of both parents migrating through private tutoring, family tutoring, family income, and boarding school participation. Finally, we consolidate the direct and indirect impacts to determine whether both parents migrating has a positive or negative net effect on LBC's cognitive ability.
Results: The direct effect of both parents migrating on LBC's standardized cognitive ability is -0.140, indicating a negative direct impact of both parents migrating on LBC's cognitive ability. However, the indirect effects of both parents migrating through private tutoring, family tutoring, family income, and boarding school participation are -0.017, -0.008, 0.306 and 0.119 respectively. The toal effect of both parents migrating on LBC's standardized cognitive ability is 0.260.
Conclusion: The initially observed negative direct impact of both parents' migrating can be completely offset by the indirect impact channels, including private tutoring, family tutoring, family income, and boarding school participation. In contrast to prior research, this study unveils a positive overall impact of both parents' migration on LBC's school performance.
Keywords: China; cognitive achievement; direct and indirect impact; left-behind children; migrating parents.
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