Crouched in the socioecological framework, the present research compared the subjective well-being of left-behind youth with their non-left-behind peers. Furthermore, this research investigated the association of parental warmth and teacher warmth using a person-centered approach with adolescents' subjective well-being on the whole sample, and examined its conditional processes by ascertaining the moderating role of openness to experience and left-behind status in this association. A total of 246 left-behind youth (53.6% girls; Mage = 15.77; SD = 1.50) and 492 socio-demographically matched, non-left-behind peers (55.1% girls; Mage = 15.91; SD = 1.43) was involved in this study. During school hours, these adolescents were uniformly instructed to complete a set of self-report questionnaires. The results from ANCOVA exhibited no significant differences in subjective well-being between these two groups of youth. Moreover, four warmth profiles were revealed: congruent low, congruent highest, congruent lowest, and incongruent moderate, and youth within the congruent highest profile were more likely than the other three profiles to report higher subjective well-being. Additionally, moderation analyses demonstrated that high openness was one protective factor for subjective well-being, when left-behind youth perceived the lowest levels of parental warmth and teacher warmth congruently. These findings indicate that left-behind youth may not be psychologically disadvantaged in terms of positive psychosocial outcomes, such as subjective well-being, and school activities or social initiatives emphasizing openness to experience would be essential for them to facilitate positive adaptive patterns after parental migration.
Keywords: left-behind youth; openness to experience; parental warmth; subjective well-being; teacher warmth.