{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,2]],"date-time":"2026-07-02T05:37:52Z","timestamp":1782970672381,"version":"3.54.5"},"reference-count":72,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,7,2]],"date-time":"2026-07-02T00:00:00Z","timestamp":1782950400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100019492","name":"National Natural Science Foundation of China-China Academy of General Technology Joint Fund for Basic Research","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100019492","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>The psychosocial adaptation of rural left-behind children has become a significant social concern. While previous research has mainly focused on developmental vulnerabilities from a deficit perspective, less attention has been paid to the external resources and positive individual traits that facilitate optimal development. To address this gap, grounded in the positive youth development perspective, this study constructed a moderated mediation model to examine the mediating role of stress mindset in the relationship between external assets and the psychosocial adaptation of left-behind children, as well as the moderating role of environmental sensitivity in this process.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A questionnaire survey was conducted using a stratified cluster random sampling approach among 2,639 rural children, with 1,590 left-behind children in the target group and 1,049 non-left-behind children in the control group. Data were collected using standardized instruments, including the External Assets Subscale, the Stress Mindset Scale, and the Environmental Sensitivity Scale.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>(1) The levels of external assets and psychosocial adaptation in left-behind children were significantly lower than those of their non-left-behind counterparts; (2) external assets were positively associated with psychosocial adaptation among left-behind children, and stress mindset partially mediated this association; (3) Environmental sensitivity moderated the association between stress mindset and psychosocial adaptation; specifically, this association was stronger among children with higher environmental sensitivity.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>These findings suggest that external assets are positively associated with psychosocial adaptation via stress mindset, with environmental sensitivity potentially moderating this indirect association. Moreover, the positive association between stress mindset and psychosocial adaptation was stronger among children with higher environmental sensitivity.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1840516","type":"journal-article","created":{"date-parts":[[2026,7,2]],"date-time":"2026-07-02T04:25:05Z","timestamp":1782966305000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["External assets and psychosocial adaptation in left-behind children: stress mindset as mediator and environmental sensitivity as moderator"],"prefix":"10.3389","volume":"17","author":[{"given":"Shuhan","family":"Lin","sequence":"first","affiliation":[{"name":"Faculty of Education, Yunnan Normal University","place":["Kunming, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ruijia","family":"Fu","sequence":"additional","affiliation":[{"name":"Kunming No. 5 Middle School","place":["Kunming, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Qian","family":"Zhong","sequence":"additional","affiliation":[{"name":"School of Psychology, Shaanxi Normal University","place":["Xi\u2019an, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yuanlong","family":"Jiang","sequence":"additional","affiliation":[{"name":"Faculty of Education, Yunnan Normal University","place":["Kunming, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shunyi","family":"Jiang","sequence":"additional","affiliation":[{"name":"Mental Health Education and Counseling Center, Kunming University","place":["Kunming, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yun","family":"Tao","sequence":"additional","affiliation":[{"name":"Faculty of Education, Yunnan Normal University","place":["Kunming, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,7,2]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"1344","DOI":"10.3390\/bs15101344","article-title":"The moderating role of sensory processing sensitivity in social skills enhancement and bullying prevention among adolescents.","volume":"15","author":"Acevedo","year":"2025","journal-title":"Behav. 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