Introduction

Anxiety is defined as an emotional state marked by chronic fear, a state of tension, erratic thought processes, and alterations in blood pressure and physiological composition1,2. When this emotional state is intertwined with social functioning, it may be diagnosed as social anxiety. Social anxiety embodies an excessive and irrational dread of social engagements, coupled with a propensity to evade such activities, often under the apprehension of being judged by others1,3. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5; American Psychiatric Association, 2013) characterizes social anxiety disorder, also known as social phobia or SAD, as a prevalent form of anxiety disorder. It is distinguished by profound, enduring, and excessive anxiety or fear in social contexts where an individual is subjected to the observation or assessment of others, frequently accompanied by a proclivity to shun these perceived threatening scenarios.

Social Anxiety Disorder (SAD) is linked to considerable impairment in educational, occupational, and social functioning4affecting approximately 4–7% of the population5,6,7. It is characterized by low recovery rates and an early age of onset, as indicated by Davidson, Hughes, George, & Blazer in 1993. Recent studies suggest that the prevalence of social anxiety may be escalating8. Furthermore, it has been documented that the incidence of SAD has surged to a range of 20–36% in the aftermath of the COVID-19 pandemic9.

Despite the significant prevalence of Social Anxiety Disorder (SAD) among children, the preponderance of scholarly research has concentrated on adult populations. A study by Todd B. Kashdan and James D. Herbert in 200110 underscores this trend, noting that while SAD is highly prevalent among children, the bulk of research has been conducted on adults. Consequently, our comprehension of SAD in children is less thorough than that in adults, and it remains unclear whether the mechanisms that sustain SAD in adults are also applicable to children with SAD. Moreover, despite SAD being one of the most prevalent mental disorders, causing significant individual impairments and imposing substantial societal costs10the literature pertaining to child SAD is still in its nascent stages. Additionally, research has suggested that adolescents who have experienced less than adequate parenting, characterized by high psychological control or low autonomy support, manifest the highest levels of social anxiety11. Hence, there exists a compelling rationale for undertaking research on social anxiety in the context of left-behind children, who are more susceptible to experiencing inadequate parenting.

In China, the concept of left-behind children(LBC) pertains to minors residing at their officially registered domicile without the presence of their parents, who have migrated for employment to other locales12. In current study, left-behind children are defined as minors whose parents are unable to provide daily oversight and companionship due to extended periods of employment outside the home (with the cumulative duration surpassing six months). In current study, non-left-behind children(NLBC) are defined as minors who experience continuous parental presence, as neither parent is employed in a location distant from the home for an extended period, or in cases where one or both parents are away, the duration of their absence does not constitute “prolonged separation” (i.e., the total time spent working away from home is under 6 months), thereby enabling them to offer daily oversight and companionship to their offspring.

The rapid urbanization process in China has led to a considerable exodus of young adults from rural areas, particularly in the western regions, towards urban centers for job opportunities. Consequently, a substantial number of children have been left behind in rural areas, constituting the demographic of left-behind children13. Currently, the most recent statistics available regarding the total population of rural left-behind children in China indicate that, as of 2021, there were 11.992 million such children, as reported in the “Report on the Development of Rural Education in China 2020–2022.”

Empirical evidence has established that the experiences of being left behind can detrimentally affect various aspects of children’s development, including attention bias14behavioral issues15and peer relationships16. Furthermore, attachment theory posits that the relational patterns between parents and their offspring may extend to other relationships or contexts17offering a theoretical framework for research on children who are left behind. Per attachment and parenting theories, the presence of insecure attachments or negative parenting behaviors in the parent-child dynamic of left-behind children may lead these children to perceive their parents as unreliable, inaccessible, or even untrustworthy. Such perceptions can foster maladaptive attitudes in left-behind children towards future interpersonal interactions, thereby increasing the likelihood of these children developing subsequent social anxiety, as posited by Yi Lei et al. in 202319.

Previous research has indicated that the lack of interaction between parents and left-behind children may contribute to high levels of social anxiety at school18,19. Indeed, social anxiety has been identified as a common psychological and behavioral issue among rural left-behind children in China today20. Social Anxiety Disorder constitutes a significant burden on public health; however, contemporary traditional treatments find it challenging to effect a cure. Therefore, it is posited that the following hypothesis is valid.

Hypothesis 1

In the present study, it is posited that left-behind children have a higher level of social anxiety compared to non-left-behind children.

Recent research has indicated that gratitude may serve as an effective deterrent against anxiety21. When anxiety manifests in conjunction with social behavior, it is commonly known as social anxiety. Consequently, it is plausible to deduce that gratitude could also serve as a protective measure against social anxiety. Nevertheless, there is a paucity of studies examining the correlation between social anxiety and gratitude, particularly in children. Hence, investigating the interplay between social anxiety and gratitude among left-behind children and non-left-behind children in China western countryside presents a promising and significant avenue for future research.

Moreover, Fredrickson postulates that gratitude has the potential to construct social resources by facilitating reciprocal altruism and can also foster loyalty and interdependence within relationships22,23. To provide support, Algoe’s (2012) find-remind-and-bind theory of gratitude suggests that gratitude functions to aid in the discovery of new relationships or the recollection of existing ones, subsequently binding or reinforcing these connections24. Secondly, in accordance with cognitive behavioral models, the symptomatology of social anxiety may lead to heightened experiences of negative affect and interpersonal difficulties25which could consequently result in impaired interpersonal relationships. Based on the aforementioned, we further deduce that there might exist negative correlations between social anxiety and gratitude.

Gratitude constitutes a positive sentiment characterized by thankfulness and appreciation for benefits received, which are often unforeseen or deemed unwarranted26. Prior research has indicated that gratitude serves as a significant emotional and relational asset27. Additionally, childhood is regarded as a critical phase for the cultivation of gratitude28. However, it is a reality that current studies on children’s gratitude are less developed compared to the more substantial body of literature on adult gratitude29.

Earlier studies have demonstrated that a secure attachment in middle childhood is significantly associated with adolescents’ inherent gratitude30. It has also been proposed that a secure parent-child relationship promotes the cultivation of inherent gratitude30. In alignment with this notion, empirical evidence suggests that a secure parent–child relationship may incite the appearance of gratitude in children31. On the other hand, a lack of interaction between parents and their neglected children may lead to increased levels of social anxiety within the school setting32. Moreover, the three dimensions of adverse family interactions include insecure attachment, familial conflicts related to parents, and negative parenting styles33. Due to the extended durations of separation from their parents, children who are left behind may be more often subjected to these negative family interactions34, thereby experiencing less secure attachment with their parent compared to children who are not left behind. Additionally, given that there may be negative correlations between social anxiety and gratitude, it is proposed that the subsequent hypothesis is tenable.

Hypothesis 2

In the present study, it is posited that left-behind children have a lower level of gratitude compared to non-left-behind children.

Based on the Clark and Wells (1995) model, individuals with social anxiety develop a set of problematic assumptions about themselves and their social environment, shaped by their early experiences. These problematic assumptions cause individuals with social anxiety to perceive social or performance situations as threatening, thereby generating their social anxiety35. Furthermore, recent research has indicated that symptomatology of social anxiety is linked to disturbances in positive affect36; moreover, there exists a consistent, moderately inverse correlation between heightened social anxiety and positive emotions37. Given that gratitude is a form of positive emotion, in addition considering the above H1 and H2, it is posited that the following hypothesis is valid.

Hypothesis 3

In the present study, it is posited that the state of left-behind versus non- left-behind would be a moderator of the relationship between gratitude and social anxiety.To be specific, (1) it is posited that in the present study social anxiety will exhibit negative correlation with the gratitude experienced by left-behind children and non-left-behind children [H3]; (2) it is posited that in the present study social anxiety will exhibit a more robust negative correlation with the gratitude experienced by left-behind children compared to non-left-behind children [H3].

Despite the aforementioned, in adherence to the broaden-and-build theory38. Alkozei et al. developed a psycho-social model that elucidates the capacity of gratitude to expand the perspectives of adolescents. This enables them to recognize enhanced social support and engage in prosocial behaviors as a means of reciprocating their benefactors, which may subsequently cultivate high-quality interpersonal relationships39. Given that the primary manifestation of social anxiety encompasses challenges in establishing positive interpersonal relationships, and considering the potential of gratitude to foster such relationships, it is hypothesized that gratitude may diminish the social anxiety levels of left-behind children in the present study. Furthermore, previous research has indicated that gratitude could be incorporated into preventive and clinical interventions, thereby benefiting children at risk, such as the left-behind children in the current study, by mitigating the adverse effects of ineffective parenting styles40. Specifically, Watkins proposed that gratitude may operate through five relational processes to attenuate the impact of cognitive vulnerability stemming from negative parenting41. Moreover, it is imperative to consider that the current definition of left-behind children encompasses minors whose parents are unable to offer daily supervision and companionship due to prolonged periods of employment away from the home, with the total duration exceeding six months. It is therefore reasonable to infer that children who are left behind may experience a higher incidence of ineffective or negative parenting, as a result of the prolonged separation from their parents, in contrast to those who do not face such circumstances. Consequently, it is inferred that gratitude may moderate the relationship between left-behind status and social anxiety in the present study.

Methods

Participants

This investigation encompassed 1407 juvenile volunteers, ranging in age from 7 to 14 years, who were participants in the present study. And the mean age was 9.98 years (SD = 2.20). Besides, there were 728 female volunteers and 679 male volunteers in current study. Refer to Table 1 on page 8 for detailed information.

Measures

The participants were contacted via the Internet, and the data were collected using Baidu WenJuanXing, an online professional platform designed for data collection and questionnaire surveys. Each participant completed the same questionnaire, which consisted of a basic information survey, the Social Anxiety Scale for Children (SASC), and the Gratitude Questionnaire-6 (GQ-6), through the online platform known as Baidu Wen Juan Xing. Initially, volunteers completed a brief set of questions detailing their gender, age, and other pertinent information. Following this, they were directed to fill out the Social Anxiety Scale for Children (SASC) and the Gratitude Questionnaire-6 (GQ-6). Upon completion, they submitted their responses online.

The participants in this research were solicited via online communication applications, namely WeChat and QQ. Prior to their engagement in the study, both the parents and the subjects provided their informed consent voluntarily. All individuals involved, including participants and pertinent personnel, were thoroughly apprised of the experimental protocols and the intended use of the data. Upon the study’s conclusion, the data underwent analysis exclusively with the participants’ authorization. The data were subsequently anonymized and coded, ensuring access was restricted to the research team alone. The outcomes of the analyses are employed solely for the purpose of scientific inquiry, with the assurance that no personal information of the participants will be divulged in the research documentation or published papers.

The children’s social anxiety scale of children (SASC)

The SASC is a psychological instrument developed by La Greca et al. in the United States in 1988, designed to assess social impairment among children. This scale comprises ten items, each scored on a three-tiered scale: “never” (0 points), “sometimes” (1 point), and “always” (2 points). The primary assessment encompasses six items related to the fear of rejection, including concerns such as the fear of being ridiculed and apprehension about not being liked by peers. Additionally, there are four items addressing social avoidance and distress, examples of which include “I feel shy around unfamiliar children” and “I feel nervous when conversing with strangers.” The SASC has been utilized in more than 150 countries, China included, and has been extensively validated for its reliability and validity. The Cronbach’s alpha coefficient for this study is reported as 0.851.

With reference to the Chinese urban standard of the SASC and taking into account the urban-rural disparities42,43previous studies have established a cumulative score greater than 9 as indicative of a social anxiety disorder (SAD) according to the boundary approach of Li Fei and Su Linyan et al.44,45.

The gratitude questionnaire-6 (GQ-6)

Adhering to the framework established by McCullough et al. (2002), the Gratitude Questionnaire-6 (GQ-6) is a self-report instrument comprising six items, specifically developed to assess the frequency and intensity of gratitude and appreciation in everyday life46. Participants in the present study were required to endorse each item using a 7-point Likert-type scale, which ranged from 1 (strongly disagree) to 7 (strongly agree).

In this particular study, the GQ-6 was adapted for applicability to Chinese children by Wei Chang et al.47. The adapted version of the questionnaire demonstrated a high degree of reliability and validity48. The Cronbach’s alpha coefficient for the current study was 0.849.

Data analysis

In current study we analyzed the primary data in the whole sample as follows.

The initial phase of the study involved the execution of data collation utilizing SPSS version 22.0. Upon completion of this process, the alpha coefficients for each sub-scale were computed, followed by the execution of a descriptive statistical analysis. After confirming that our data failed to pass the normality test (w’s = 0.97, p’s < 0.001), we first utilized Mann–Whitney U tests to compare social anxiety and gratitude between groups. Subsequently, to determine whether the left-behind status moderated the relationship between social anxiety and gratitude, we performed a robust regression analysis49,50. Additionally, we examined the association between social anxiety and gratitude by Spearman’s correlation analysis. All statistical analysis above was conducted with R language (version 4.0.2) and the significance level α was set at 0.05.

Findings

Demographic information

The study encompasses 1407 child participants, who were categorized into two distinct groups: left-behind children (LBC) and non-left-behind children (Non-LBC). The comprehensive demographic characteristics were presented in Table 1. It is clear from Table 1 that there was no significant difference between the groups in terms of gender distribution (χ2 = 0.29, p = 0.59), whether the child was an only child (χ2 = 0.29, p = 0.59), or age (t = 0.95, p = 0.34).

Table 1 Demographic characteristics.
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Group difference

The outcomes of Mann-Whitney U test indicated that: (1) Left-behind children exhibited significantly higher levels of social anxiety compared to non-left-behind children (U = 234,977, p = 0.003, r = 0.08, 95% CI [0.02, 0.13]); (2) Left-behind children reported significantly lower aggregate gratitude scores than their non-left-behind counterparts (U = 162,246, p < 0.001, r = 0.20, 95% CI [0.15, 0.24]). The outcomes were depicted in Fig. 1.

Fig. 1
figure 1

Inter group comparison.

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Moderating analysis

The outcomes of robust regression analysis indicated that: (1) the main effect of the condition of being left behind was significant (β = − 1.64, SE = 0.24, Z = − 6.74, p < 0.001), (2) the main effect of social anxiety was also significant (β = − 0.12, SE = 0.04, Z = − 2.78, p < 0.001), and (3) there existed a significant interaction between the two factors (β = − 0.18, SE = 0.05, Z = − 3.47, p = 0.0005).

The simple slope analysis demonstrated the following: (1) For children who were left behind, the effect of social anxiety on the aggregate scores of gratitude was − 0.30; (2) In contrast, for children who were not left behind, the effect of social anxiety on the aggregate scores of gratitude was − 0.11. These results showed that left-behind status moderated the relationship between social anxiety and gratitude. Specifically, being left behind strengthened the negative impact of social anxiety on gratitude. The outcomes are depicted in Fig. 2.

Fig. 2
figure 2

Simple slope plot on moderating effect. 0 = non left behind, 1 = left behind.

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Correlation analysis

The analysis of Spearman’s correlation coefficient revealed a statistically significant negative correlation between the aggregate scores of gratitude and social anxiety among both left-behind and non-left-behind children (p < 0.05). Nevertheless, it was observed that the negative correlation between gratitude and social anxiety was more pronounced in left-behind children, with a correlation coefficient of R = − 0.31, as depicted in Fig. 3. This indicates a more substantial relationship between social anxiety and gratitude for left-behind children in present study.

Fig. 3
figure 3

The correlation of the total scores of social anxiety and gratitude. *p < 0.05, **p < 0.01, ***p < 0.001, ****p < 1 × 10− 4.

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Discussion

The present investigation sought to explore the correlation between social anxiety and gratitude among a cohort of rural children residing in Western China. This study aimed to augment the existing body of knowledge by examining the interplay between social anxiety and gratitude within this specific demographic. To the best of our knowledge, despite a considerable volume of research dedicated to the individual phenomena of social anxiety and gratitude, there remains a paucity of studies that address the relationship between these two psychological constructs. The findings indicate that left-behind children have a lower level of gratitude compared to non-left-behind children in present study. Besides, the findings indicate that left-behind children have a higher level of social anxiety compared to non-left-behind children.Furthermore, the outcomes of our research contribute to the burgeoning literature that examines the nature of the association between social anxiety and gratitude, as well as the effect of being a left-behind child might be the moderator between gratitude and social anxiety.

Children who are left behind exhibit a heightened degree of social anxiety in contrast to those who are not left behind

Initially, the current study has determined that children who are left behind exhibit a heightened degree of social anxiety in contrast to those who are not left behind(refer to Fig. 1).Thus, Hypothesis 1 (H1), which suggests that children who are left behind experience a heightened level of social anxiety in comparison to those who are not, has been empirically supported.

In alignment with the aforementioned findings, previous scholarly research has indicated that the absence of interaction between parents and their children who are left behind may contribute to heightened feelings of loneliness at home (Zhao et al., 2021), which may influence levels of self-esteem (Feng et al., 2019), and subsequently, lead to increased levels of social anxiety within the school environment (Chen et al., 2021). Additionally, based on attachment theory and parenting theory, insecure attachments or negative parenting practices communicate to left-behind children that their parents are unreliable, unavailable, and untrustworthy. Similarly, persistent and recurrent family conflicts convey to these children that their parents are primarily uncommunicative. Consequently, left-behind children who receive these messages may develop maladaptive attitudes towards future interpersonal interactions, anticipating that others will fail to meet their needs, thereby increasing the likelihood of subsequent social anxiety51.

In the context of the present investigation, the term ‘left-behind children’ refers to minors whose parents, due to extended periods of employment away from their domicile (cumulatively exceeding six months), are unable to offer daily oversight and companionship. Although the current investigation did not undertake a direct assessment of attachment security, it is rational to infer that left-behind children may exhibit diminished levels of attachment security and encounter more adverse parenting practices relative to their counterparts who do not experience such parental absence, as a consequence of enduring separation from their parents.

Anxiety disorders constitute a significant burden on public health, and current treatment modalities are far from being curative52. Should the condition manifest as a specific, persistent fear related to social functioning, it is then classified as social anxiety disorder53. It is well-established that social anxiety in youth is a robust indicator of mental health challenges in adulthood54. Social Anxiety Disorder is notably prevalent among children and, if not addressed, results in adverse long-term consequences55.Considering the aforementioned circumstances, it is recommended that residing with parents could represent the most effective intervention to potentially diminish the level of social anxiety among left-behind children.

Children who experience being left behind demonstrate a reduced level of gratitude compared to those who do not endure such circumstances

The present investigation has ascertained that children who are left behind exhibit diminished levels of gratitude in contrast to those who are not(refer to Fig. 1). Consequently, the hypothesis 2(H2), which posits that children left behind have a lower level of gratitude compared to those not left behind, has been substantiated.

It has been ascertained that the formation of attachments in middle childhood exhibits a robust correlation with the emergence of gratitude as a dispositional trait in adolescence30. Moreover, it has been posited that secure attachment acts as a catalyst for the development of gratitude31. Children who consistently experience supportive responses to their needs may develop secure attachments with their parents30. Research has indicated that a secure parent-child relationship may encourage the manifestation of gratitude in children. Adolescents who possess more secure early attachments and develop positive mental representations are likely to feel secure and accepted56and to express gratitude for positive interactions with others and events in their environment, which forms the essence of dispositional gratitude57. Secondly, within the parameters of the current study, left-behind children are defined as minors whose parents, due to extended periods of employment away from home (cumulatively exceeding six months), are unable to provide daily supervision and companionship. The triad of adverse family dynamics encompasses insecure attachment, parent-related familial conflicts, and negative parenting styles33. As a consequence of prolonged periods of separation from their parents, children who are left behind may be more frequently exposed to these adverse family dynamics34 compared to their non-left-behind counterparts. Although the current study did not directly assess attachment security, it is logical to infer that left-behind children may have a diminished level of attachment security compared to their non-left-behind peers, as a result of prolonged separation from their parents. Therefore, it is justifiable to conclude that left-behind children might display a reduced level of gratitude than their non-left-behind counterparts, a conclusion that has been corroborated by the present study.

The developmental phase of childhood is critically important for the cultivation of social cognition, affective responses, and behavioral patterns (Graham & Weiner, 1986). As such, this period should be particularly significant for the cultivation of gratitude58. Furthermore, gratitude extends beyond mere reciprocity; it serves to foster the establishment and preservation of interpersonal relationships and to enhance the common welfare within a social community, thereby contributing to the mental and physical well-being of individuals (Hill et al., 2013)59. Given that secure attachment can facilitate the development of gratitude, it is proposed that residing with parents may represent the most effective intervention for the children who are left behind in the current study.

The condition of being left-behind as opposed to not being left-behind would serve as a moderator in the correlation between gratitude and social anxiety

As previously stated, the third hypothesis of this study (H3) posited a significant negative relationship between social anxiety and the gratitude levels of left-behind children and non-left-behind children, a proposition that aligns with findings from prior research60,61. In accordance with H3, it was observed that children with notably elevated levels of social anxiety reported significantly diminished levels of gratitude, thereby corroborating this study’s hypothesis 3 (refer to Fig. 2). Initially, a meta-analysis conducted by Kashdan in 2007, encompassing 17 studies, revealed a credible, moderately inverse correlation between excessive social anxiety and positive emotions37. This meta-analysis further suggested that the inverse relationship extended to gratitude, a quintessential positive emotion. Consequently, these findings are consistent with our current observations. Additional corroboration was provided by the research of Peizhen Sun et al.21, whose published work indicated that gratitude is inversely related to anxiety and depression. Ultimately, our findings regarding the relationship between social anxiety and gratitude are supported by several theoretical models of social anxiety (Baumeister & Tice, 1990; Clark & Wells, 1995; Gilbert, 2001; Leary, 2000), which collectively suggest that social anxiety encompasses an increased focus on self-regulatory aspects within the realm of psychopathology62,63,64,65,66.

With respect to the third hypothesis of the study (H3, which posited a more significant negative relationship between social anxiety levels and gratitude levels among left-behind children compared to their non-left-behind counterparts), the study revealed that the negative correlation between gratitude and social anxiety was less pronounced in non-left-behind children, with a correlation coefficient of R = − 0.15, as depicted in Fig. 3. This indicates a less substantial relationship between social anxiety and gratitude for non-left-behind children.Thus, the H3 of this study has been substantiated .

The theoretical framework underscores a substantial correlation between attachment and dispositional gratitude, as evidenced by the research of Emmons and McCullough (2004), Shaver et al. (2016), and Scott et al. (2021). In the current study, left-behind children are defined as minors whose parents are unable to provide daily oversight and companionship due to extended periods of employment outside the home, with the cumulative duration surpassing 6 months. Furthermore, the three dimensions encompassing adverse family interactions are insecure attachment, familial conflicts associated with parents, and negative parenting styles33. Owing to the prolonged periods of separation from their parents, children who are left behind may frequently endure these negative family interactions34leading to a less secure attachment with their parent in comparison to children who are not left behind. Although the present study did not directly assess attachment security, it is reasonable to infer that the attachment security level of left-behind children may be lower compared to their non-left-behind counterparts due to their prolonged separation from parents. Consequently, it is plausible to deduce that the secure attachment of non-left-behind children significantly enhances their gratitude levels, potentially mitigating the association between social anxiety and gratitude in the present study.

Furthermore, Sahranc et al. have posited that children who receive support from parents and teachers exhibit reduced anxiety levels67. Consequently, it is reasonable to surmise that the non-left-behind children, due to the support they receive from their parents, may demonstrate lower levels of social anxiety, which could attenuate the relationship between social anxiety and gratitude in the current study. In summation, the elevated gratitude and diminished social anxiety observed in non-left-behind children serve to moderate the correlation between social anxiety and gratitude in left-behind children, thereby support the less pronounced negative correlation between gratitude and social anxiety for non-left-behind children in current study.

Finally, yet importantly, the current investigation uncovered a statistically significant inverse correlation between the cumulative scores of gratitude and social anxiety in both the left-behind and non-left-behind children (p < 0.05) (refer to Fig. 3). However, it was noted that the inverse correlation between gratitude and social anxiety was more pronounced in the left-behind children, with a correlation coefficient of R=-0.31. In the non-left-behind children, the correlation coefficient was R = − 0.15. It is therefore deduced that gratitude potentially moderates the relation between the condition of being left behind and social anxiety within the scope of the current study.

The summary

Previous scholarly works have independently examined social anxiety and gratitude; however, to the best of our knowledge, the correlation between these two psychological phenomena, particularly among rural children in China’s western countryside, has not been sufficiently or extensively explored. Firstly, this study endeavor to concentrate on the interplay between social anxiety and gratitude within the context of rural children in China’s western countryside.The findings indicate a significant negative correlation between the levels of social anxiety and gratitude among left-behind children and non-left-behind children.Nevertheless, it was observed that the negative correlation between gratitude and social anxiety was more pronounced in left-behind children.

Secondly, despite the decreasing prevalence of left-behind children (LBC) due to China’s rural revitalization policy and their relative rarity in developed societies, there remains a substantial number of children who experience insufficient parental care, even when parents are physically present, such as in cases where parents are excessively engrossed in their digital devices. Therefore, it is imperative and significant for future research to investigate the social anxiety and gratitude of these socially disadvantaged groups.

Thirdly, social anxiety disorder (SAD) is among the most prevalent mental health conditions, exerting significant individual impairments and incurring substantial societal costs. Previous research has indicated that SAD is particularly widespread among children; however, the literature on the efficacy of psycho-social interventions for treating child and adolescent SAD remains nascent68. Of paramount importance is the recognition that childhood is a critical period for the cultivation of gratitude in children28. Consequently, a more profound comprehension of the interrelation between social anxiety and gratitude could expedite the creation and dissemination of instruments designed to assist children afflicted with social anxiety, enabling them to achieve tranquility and thrive in their lives. Fourthly, in accordance with Hanna et al. (2019), gratitude interventions have been shown to effectively mitigate anxiety69. Prior studies have demonstrated that gratitude exerts significant total effects on both anxiety and depression21. When anxiety is compounded by social performance challenges, it may be classified as social anxiety. Therefore, based on these considerations, it is proposed that gratitude interventions hold promise in diminishing the levels of social anxiety in children, with particular relevance to those residing in the rural areas of China’s western countryside.

The contributions, shortcomings, and prospects

The contributions

Upon our examination of existing literature, it appears that the researches which have been conducted on the correlation between social anxiety and gratitude among rural children in the western countryside of China are scarce so far. Gratitude is widely recognized as one of the paramount human strengths and virtues70,71.Studies indicate that children with elevated levels of gratitude tend to exhibit superior psychosocial and academic adjustment72. Drawing upon attachment theory and parenting theory, it is posited that insecure attachments or negative parenting practices increase the likelihood of subsequent social anxiety.To be supportive, our study’s findings lead us to propose that the most efficacious and essential intervention for left-behind children experiencing social anxiety is cohabitation with their parents.

Secondly, drawing upon our findings and previous research, including Fredrickson’s theory, cognitive behavioral models, attachment theory, and parenting theory, we posited that gratitude interventions could be efficacious in alleviating social anxiety, particularly among rural left-behind children in the current study. Consequently, we recommended that Chinese educators persist in incorporating structured gratitude education into the standard school curriculum, offering assessments and interventions for children, with a particular emphasis on left-behind children, to prevent the onset of social anxiety disorder (SAD) and to provide treatment for those already affected by it.

Limitations and future prospects

The current study was subject to several limitations. Initially, the examination of the correlation between social anxiety and gratitude was conducted exclusively through self-report measures. While self-report measures are extensively utilized and regarded as versatile, efficient, and reasonable73future research endeavors to combine incorporate multiple data sources to mitigate the impact of subjectivity could prove beneficial and insightful. Secondly, the participants in this study were sourced from a single province, thus it is recommended that subsequent studies expand their scope to include diverse populations and cultural backgrounds. Lastly, it is important to acknowledge that the present findings provide a significant and valuable foundation for future research, despite the results being derived from a cross-sectional study. Consequently, future studies that integrate both cross-sectional and longitudinal approaches are undoubtedly promising.

Conclusion

In summation, the present study discerned a significant negative correlation between social anxiety levels and gratitude levels among left-behind children and non-left-behind children in western rural China. Nevertheless, it was observed that the negative correlation between gratitude and social anxiety was more pronounced in left-behind children. Furthermore, the findings indicate that left-behind children have a lower level of gratitude compared to non-left-behind children in present study. Besides, the findings indicate that left-behind children have a higher level of social anxiety compared to non-left-behind children.

Upon examining our findings in conjunction with previous research, including Fredrickson’s theory, cognitive behavioral models, attachment theory, and parenting theory, the present study secondly posits that gratitude interventions could be efficacious in alleviating social anxiety, particularly among rural left-behind children in the current investigation.

Given that Social Anxiety Disorder (SAD) is among the most common mental health conditions, with significant detrimental effects on individuals and substantial economic burdens on society, and considering its high incidence among children, it is recommended that educators persist in incorporating structured gratitude education into the standard school curriculum. This should encompass the provision of gratitude assessments and interventions for all children, with the aim of preventing the onset of SAD or its symptoms, thereby promoting their overall well-being.

Most importantly, the findings in present study may prove beneficial to other disadvantaged children, such as those with parents who are excessively engaged in work or mobile phone addicts.