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

The quality of the teacher–child relationship also reached marginal significance in terms of gender ( t (511) = −1.93, p = 0.05, Cohen’s d = 0.17), which meant that left-behind girls ( M girs = 3.92, SD = 0.62) had a higher relationship quality with their teachers than boys ( M boys = 3.81, SD = 0.60).

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