Objective: This study aims at discussing the relationship between social anxiety and level of hope among left-behind children,the mediator role of perceived social support, and to provide objective reference for mental health education and positive psychological quality improvement. Methods: From September to October 2018,Social Anxiety Scale for Children,Hope Scale and Perceived Social Support Scale were administered among 797 rural left-behind children in Hunan Province of China. Pearson correlation coefficients were used to determine the relationship between variables. Regression analysis and structural equation modeling were used to assess whether perceived social support played a mediator role in social anxiety and hope of rural left-behind children. Results: Social anxiety (6.84±4.28) was negatively correlated with perceived social support (54.18±14.48) and hope (23.80±5.77) (r=-0.23, -0.19, P<0.01). Perceived social support was positively correlated with hope (r=0.49, P<0.01). Perceived social support played a mediator role in the relationship between social anxiety and rural left-behind children’s level of hope. Conclusion This study has indicated the positive influence of perceived social support on the level of hope and buffering role on the adverse impact of social anxiety. More activities to improve social support for rural left-behind children need to be carried out during the process of education and mental health.

Objective: To investigate the present situation of physical activities and psychological capital of left-behind children in rural areas, and analyze the relationship between them, so as to further explore the ways to promote the psychological capital of left-behind children in rural areas. Methods: A total of 1 606 students of grade 3 to 9 were selected through random cluster sampling, and Physical Activity Rating Scale and the Mental Capital Scale was adminstered to Left-behind Children in Rural Areas 797 left-behind children in rural areas was analyzed. Results: The average score of the amount of physical activity of left-behind children in rural areas was 13.70±18.58 points, and the proportion of the small, medium and large amount of physical activity was 75.3%, 16.3% and 8.4% , respectively. There were significant differences in activity intensity, duration, total score of physical activity, and exercise level among left-behind children in rural areas of different genders(t=3.47,2.16,4.09,4.03,P<0.05). There was no significant difference in physical activity among left-behind children in rural areas of different grades, ages and schooling modes(P>0.05). The amount of physical activity was positively correlated with the total score of psychological capital and the five dimensions(P<0.01). Regression analysis showed that the amount of exercise had a positive predictive impact on the psychological capital and five dimensions(P<0.01). Conclusion The scores of physical activity of left-behind children in rural areas were low, and their psychological capital was above the average level. Physical activity had a significant positive impact on their psychological capital, which was an effective way to promote their psychological capital.