The direct and indirect effect of social-emotional difficulty on reading comprehension in Chinese left-behind children (LBC) and non-left-behind children (NLBC): A multigroup structural analysis

Liyan YU; Xiuhong TONG

The direct and indirect effect of social-emotional difficulty on reading comprehension in Chinese left-behind children (LBC) and non-left-behind children (NLBC): A multigroup structural analysis

Department of Psychology (PS)

Research output: Contribution to conference › Papers

Original language	English
Publication status	Published - Oct 2021
Event	Greater Bay Area Young Scholars Forum on Psychological Science - Duration: 08 Oct 2021 → 10 Oct 2021 https://gbaysforum.psy.cuhk.edu.hk/

Conference

Conference	Greater Bay Area Young Scholars Forum on Psychological Science
Period	08/10/21 → 10/10/21
Internet address	https://gbaysforum.psy.cuhk.edu.hk/

Citation

Yu, L., & Tong, X. (2021, October). The direct and indirect effect of social-emotional difficulty on reading comprehension in Chinese left-behind children (LBC) and non-left-behind children (NLBC): A multigroup structural analysis. Paper presented at Greater Bay Area Young Scholars Forum on Psychological Science, Virtual.