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The Negative Impact of Mothers' Out-migration to the Left Behind Girls under Sixteen Years Old on Education, Health and Psychosocial Development in Chitwan District
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Author: Mr. Basanta Prasad Adhikari
Research Student: University of Eastern Finland, Joensuu
Abstract
Recent increases in mother’s labour migration to European and Arabic countries have invited an
upwelling of interest in how the absence of the mother for long periods of time affects the girls’
overall development. The empirical studies on mother’s out-migration reveal that with 1,750
individuals leaving for foreign employment every day in Nepal. The purpose of my study was to
examine the negative impacts of mother’s out-migration to the left behind girls on education,
health and psychosocial development in Chitwan District Nepal. For the intent of this study, girls
of migrant households were defined as the left behind girls who serve household jobs. A mixed
methods design was used to collect data for this study where the survey and qualitative interview
were used as research methods. A five-point Likert scale survey questionnaire and the semi-
structured interview were used as research instruments. The respondents were selected from a
random sampling method. Total 219 the survey questionnaires were returned by the returnees
which was more than 90%. Approximately, 45% of the sampled girls were under 12 years old and
55% of them were over 12 years old and under 16 years old in my study. Based on the results of
the study, it was concluded that there is significant relationship between mother’s out-migration
and house environment, physical weakness, mother’s support, girls’ preferences, tolerance
capacity, communication with mum, behaviour of neighbor, lack of coordination, relation with
family members, lack of choice, unsupportive society, the development of education and health
and psychosocial issues of the left behind girls (p<0.05).

The results further conclude that there is negative correlation between mother’s out-migration and
the development of the left behind girls of the migrant households. About 80% interviewees
realized that their overall development of education, health and psychosociology have been
affected after their mother’s out-migration. Approximately, 60% interviewees argued that health
and psychosocial development was negatively affected by their mother’s out-migration. Research
related to the left behind girl is lacking in the SAARC countries. Therefore, not much is known
regarding how the left behind girls have to be cared after their mother’s out-migration. Learning
more about mother’s out-migration and its impacts on the left behind girls could have long term

1
impacts since it relates to mitigating the roles of mothers for their daughters under 16 years old.
The systematic ethical considerations were seriously considered while collecting data with the left
behind migrant household’s girls. It is argued that the Nepalese context is completely different
from the context of other developed and Asian countries in the case of the negative impacts of
mother’s out-migration to the left behind girls (Nepal).

Topic: The negative impacts of mother’s out-migration to the left behind girls on education,
health and psychosocial development in Chitwan District.

1 Introduction

Recent increases in mother’s labour migration to European and Arabic countries have invited an upwelling
of interest in how the absence of the mother for long periods of time affects the girls’ overall development.
The empirical studies on mother’s migration reveal that with 1,750 individuals leaving for foreign
employment every day in Nepal, international mother’s out-migration has become an intrinsic part of the
lives of Nepalese people. It is not yet clear how the care for girls are arranged in Nepal. and also, further
reveal that the top-ten destinations for Nepalese female labour migrants in the past seven fiscal
years have been recorded as United Arab Emirates, Malaysia, Kuwait, Qatar, Lebanon, Cyprus,
Saudi Arabia, Oman, Republic of Korea and Bahrain (Sijapati, 2015). In doing so, international
mother’s out-migration will draw the attention to the enduring influence of social norms on the
organization of family life due to the increasing volume of mother’s out-migration. Additionally,
illegal mother’s out-migration has been on the rise since labour-migration culture began in Asia
and has created numerous social problems which have threatened the safety of the migrant’s
mothers in the receiving countries and their left behind girls back at home.

The study of mother’s out-migration is a significant phenomenon in gender study which can
support policy makers as a role bearer to formulate a proper migration policy and is also important
for the information education and communication authority to bring right changes in behaviour,
especially the left behind girls with high-risk behaviour. On the other hand, my research is
beneficial for the police administration to handle the problems of mother’s out-migration and is
also helpful for the collaborative work with the victim’s countries to know the negative impacts of
mother’s out-migration. More importantly, my research can support migration authorities and

2
practitioners to understand the current situation of mother’s out-migration and its negative impacts
to the left behind girls in Nepal (Dhar, 2012).

1.1 Theories and Frameworks of the Negative Impacts of mother’s Out-migration to the left
behind girls.
Meaning of the left behind girls is embedded in number of parents who are migrant workers;
duration of parent's absence from home; and the child's age. In the literature, the consensus is
that a girl should be considered left-behind as long as at least her mother is a migrant worker. Some
scholars do not consider duration of mother’s absence an important factor for identifying left-
behind girls, while others do not. Different researchers have defined the meaning of the left behind
girls differently. In this study a girl is considered left-behind if she is under 16 years old, lives in
Chitwan District and her mother is a migrant worker, regardless of the duration of the mother’s
absence (Sijapati et al, 2015). The next issue is migration that is a process and movement of human
beings in order to change the place of living. Tamang and Pradhan (2010) state that;

“Migrants are often thought simply to be non-nationals within the territory of a host state.
However, this does not take into account return migration, internal migration and internal
displacement. Migration is a varied and complex phenomenon. It may be either uni- or
multidirectional, and temporary or permanent” (p13).

The physical transition of an individual or a group from one society to another or one nation to
another nation, or one region to another region is called migration (Robila, 2012). Migration is
also defined as the movement of human beings from one location to another location, one region
to another region, one country to another country for the better residence, employment, climate,
and facilities (Antman, 2013). Migration can be divided into two main sectors, i.e. internal and
external. Internal migration is defined as the process of migration from one destination to another
destination within the same territory. The next is international migration that is defined as the
movement of human beings from one nation to another nation (Li, Liu & Zang, 2015).

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Before 18th century, women migration had not been focused on as a separate phenomenon in the empirical
studies. The empirical studies reveal that all research studies had focused on male migration in the global
context, however; the research on mother’s out-migration had first started in 1970 (Robila, 2012). Sijapati
(2015) states;
The origin of international migrants has become increasingly diversified over the past two decades. In
2013, India (14 million), Mexico (13 million), the Russian Federation (11 million), China (9 million) and
Bangladesh (8 million) were the top five emigration countries. The number of migrants from China living
in Africa, Europe, Northern America and Oceania more than tripled between 1990 and 2013 (p.5).

International migration has reached 232 million persons in 2013 which is the increment of 57
million people in the comparison of 2000 (2.8% reached at 3.2%) where 48.5% were women
(Zaiceva and Zimmermann, 2016).

Duwicquet, Mouhoud and Oudinet (2014) noted that the stock of international female migrants
was estimated as 105 million in 2010. The ratio of international female migrants to the total stock
of migrants stay almost constant at 21 % from 1990 to 2011. However; the data show that there
were regional variations in female mobility. In 2010, female migrants shaped the majority in
Europe [52.4%] and Asia [51.2%] (Ming-Hsuan, 2011). My review on mother’s out-migration
further revealed that the Asian region had 45% international migrant’s stock which was the lowest
portion of women migration in 2010. However, the share of the female’s out-migration stock was
about 26% percent in 2010 in Asia (Sijapati et al., 2015).

Empirical studies further revealed that the developed countries had the highest percentage of
migrant stocks (20.26%), the USA had the second highest migrant stocks (12.41%) and the West
Europe had the third highest migrant stocks (11.82%) by host regions in 2005. Similarly, India had
the least percentage of migrant stocks (0.49%) and South Asia had the second lowest percentage
of migrant stocks (0.55%) by host region in 2005. It was summarized that central America (9.36%)
and Former Soviet Union had the highest percentages of migrant stocks (9.21%). Similarly, India
(0.81%) and China (0.51%) had the lowest percentages of migrant stocks by origin regions in 2005
(Bohra & Massey, 2009). Notably, the South Europe covers the highest percentages of total
population of the immigrants (Thimothy & Sasikumar, 2012).

4
 GIRL’S GIRL’S HEALTH
PSYCHOLOGICAL DEVELOPMENT
DEVELOPMENT

MOTHER’S OUT-MIGRATION

GIRL’S EDUCATIONAL GIRL’S PSYCHOSOCIAL

DEVELOPMENT DEVELOPMENT

Figure 1. Impacts of mother’s out-migration to the left behind girls (cf. Sijapati et el., 2015).

The negative impacts pf mother’s out-migration has been deeply rooted in girl’s psychological;
health; educational and psychosocial development. The theoretical frame of my study was derived
from the literature of Darling-Fisher (2018). Darling-Fisher found positive relationship between
psychosocial attributes and cognitive health and combined cognitive and psychological health of
the children. The primary roles of mother and the overall development of the left behind girls are
intercorrelated (Darling-Fisher, 2018).

1.2. Overview of Literature Related to the negative impacts of mother’s Out-migration

Fathers and mothers are equally important for the development of our society, however; the role
of mother to the left behind girls in the sending countries is more important than the father’s role
because mothers know much more about the phases of girl’s development, girl’s demands, girl’s
psychosocial development by nature. Conversely, fathers do not know as mothers deeply know
girls’ problems because mothers are natural lovers and primary role players for the child
development (Sijapati et al., 2015; Botezat & Pfeiffer, 2014). Furthermore, it was found that
mother’s out-migration has bad impacts on health to the left behind girls in Asia, especially in
Nepal. The left behind girls were found suffered by the, malnutrition due to the primary care of
their mothers. More importantly, the left behind girls were actively involved in illegal drugs
business nationally and internationally (Adhikari, 2017). Biesiekierski, Newnham and Gibson
(2011) and Mazzucato and Schans (2011) found that a long-term mother’s out-migration had
adversely affected to the well beings of the left behind girls in Thailand.

5
Botezat & Pfeiffer (2014) state that “the empirical studies showed that girls who had grown up in
the migrant households were about 44% more likely to get sick, compared to the girls in non-
migrant families” (p.12). The finding of Botezat & Pfeiffer (2014) had also been supported by the
study of Torgler and Valev (2016) and stated that the major developmental task in early stages of
the girls is to learn whether or not other people, especially primary caregivers (mothers), regularly
satisfy basic needs of the girls. Similarly, Giannelli and Mangiavacchi (2010), Bollard, McKenzie,
Morten and Rapoport (2011) and Botezat and Pfeiffer (2014) noted that mother’s out-migration had
negative impacts on educational performance for the left behind girls in the sending countries. The same
scenarios can be seen in the Nepalese context as well (Sijapati et al, 2015). Givaudan and Pick (2013)
state that;

The main impact of leaving children behind because of migration lies within the affective
area of their development. The kids see themselves as not being important or loved. One of
them, for example, repeatedly said that his parents left him because it is too expensive to
take care of him (p.11).
Graham and Jordan (2011) noted that he likelihood that a child left behind will attend to school
and become an adult with a higher income and better physical and mental health had been increased
by early opportunities for learning in combination with emotional and nutrition care.

1.1 Purpose of the Study and Research Questions

The primary objective of my article was to examine the negative impacts of mother’s out-migration
to the left behind girls in Nepal. The first objective was to examine the negative impact of mother’s
out-migration to the left behind girls on educational development. The second objective was to
investigate the negative impact of mother’s out-migration to the left behind girls on health
development. Similarly, the third objective was to examine the negative impact of mother’s
international migration to the left behind girls on psychosocial development in Nepal. The fourth
and final objective was to compare the education, health and psychosocial development between
the migrant and non-migrant households in Chitwan District, Nepal (Sijapati, 2010).

The following research question has been guided the current study:

What is the relationship between mother’s out-migration and overall development (Health,
education and psychosocial) of the left behind children in Chitwan District Nepal?

6
H0: There is no statistically significant relationship between mother’s out-migration and overall
development (Health, education and psychosocial) of the left behind children in Chitwan District
Nepal.

Ha: There is a statistically significant relationship between mother’s out-migration and overall
development (Health, education and psychosocial) of the left behind children in Chitwan District
Nepal.

2 Material and Methods

2.1 Population
A research population is often mentioned to as the target group of which an investigator wants to
learn or study in order to make generalization. In my study, preschoolers, primary schoolers,
secondary schoolers under 16 years girls from both public and private schools were the target
population. For the intent of my study, schoolers were defined as school girls whose age was not
more than 16 years. Each participant girl in my study met the following criteria: (a) listed in Eastern
Chitwan school record as school girls (b) had the name. class and student’s record at sampled
schools. At the time of my research, there was a total population of N = 1219 girls that met this
criterion (Cohen et al, 2007).

2.2 Sample

Utilizing Local Government system, a random sample of 219 respondents were identified as being
as the left behind girls of migrant households in Ratnanagar Municipality 2016–2017 school year.
Sampling procedures based on the total population determined that a sample of 219 would be
acceptable for a total population of 1219 (Creswell & Plano Clark, 2011). By using random
sampling, a researcher can “have much greater confidence that their findings are not due to some
special characteristic of the sample but rather are truly representative of the whole population.
Each participant girl who met the stated criterion had an equal chance of being selected (Creswell
& Plano Clark, 2011).

Demographic Information Related to Study

A mixed methods research design was used to examine the relationship between mother’s out-
migration and the negative impacts to the left behind girls in school on education, health and
psychosocial development. Specifically, for my study, descriptive Grand Mean Analysis and

7
Binary Logistic Regression were conducted. Data were collected using survey measures related to
each construct. All measures were rated based on a five-point Likert scale including the following
ratings. 1= Strongly Disagree, 2 = Disagree, 3 = Neither Agree or Disagree, 4 = Agree, and 5 =
Strongly Agree. Measures used in this study were a three-item scale of negative impacts of
mother’s out-migration. This instrument is considered an overall indication of the negative impacts
to the left behind girls. Questions inquire about the negative impacts to the left behind girls and
mother’s out-migration as well as whether or not the left behind girls were negatively affected by
their mother’s out-migration. Similarly, The Scale of negative impact Intent was developed as a
standalone scale to assess the negative impacts intent of mother’s out-migration. This instrument
seeks to probe girl’s intent to leave by inquiring about the intent to leave a given job, job envy,
and the prospect of resignation.
All surveys were distributed via face to face to the sample participants of record in school system.
Over the years, there has been an increased use of face to face survey instruments by researchers
(Cohen et al, 2007) given the convenience of access, design, and seamless ability to collect and
analyze data (Creswell & Plano Clark, 2011). All surveys were self-administered by participants.
A mixed methods design has been applied to collect data where semi-structured qualitative
interviews were conducted with five left-behind girls to know the impacts of their mother’s out-
migration on health, education, psychosocial development, and child rights. The purpose of using
a mixed methods research design was that both qualitative and quantitative research, in
combination, provided a better understanding of a research problem on the negative impacts of
mother’s out-migration to the left behind girls than either research approach alone (Creswell &
Plano Clark, 2011). More than 250 left behind school girls had been sent the survey questionnaires
to collect data but only 219 survey questionnaires were returned by the returnees. Both qualitative
and quantitative data were analyzed separately at first, then compared the results of both studies
and merged them later.
Content analysis and descriptive statistical analysis were applied as data analysis tools in my study
where the Factors Reduction Method was applied at first then, Binary Logistic Regression Model
was applied to examine the relationship between dependent and independent variables (Cohen,
Manion, Morrison, & Bell, 2011). The dependent variable was the memory of mother’s roles on
girl’s care and love. Similarly, the independent variables were mother’s roles to the girls,
psychological impacts to the girls, mother’s absenteeism, roles of immediate parents, girl’s

8
preferences, girl’s involvement activities in society, girl’s tolerance capacity, girl’s health problem,
parental care for girl’s health, availability of balanced diet, physical weakness, roles of society to
the left behind girls, respect to girls, behaviour of neighbours to girls, neighbours’ attitudes to
girls, behaviour of neighbours to girls, girl’s maturity level, girl’s empowerment, family
coordination, family relationship, parental relationship and adjustment capacity of the left behind
girls.
2.3 Validity and Reliability

2.3.1 Validity

According to (Savela, 2018) evidence of validity can include the use and the purpose of an
instrument in previous studies. It is further theorized that validity determines the extent to which
an instrument performs since it has been established for use. For this study, a self-administered the
survey instrument was developed to collect participant responses related to overall negative
impacts of mother’s out-migration to the left behind girls on education, health and psychosocial
development in Chitwan District. This instrument consisted of five items based on a five-point
Likert scale survey instrument (Babbie, 1990). Previous studies that have used the survey
document a significant negative correlation between mother’s out-migration and the negative
impacts on education, health and psychosocial development for the left behind girls. This
documented relationship supports the validity of this instrument. Moreover, this instrument was
used for the same purpose in the current study, which was to collect data related to the negative
impacts of mother’s out-migration to the left behind girls on education, health and psychosocial
development. A five-item scale of the survey instrument based on a five-point Likert rating was
used to measure the negative impacts of mother’s out-migration to the left behind girls in Chitwan
District. Previous studies have documented a significant negative correlation between mother’s
out-migration and its negative impacts to the left behind children on education, health and
psychosocial development when using this instrument (Ming & Xinlu, 2014).

2.3.2 Reliability
Cronbach’s alpha was used to examine the reliability of all the sub-scales. All the sub-scales were
entered in scale analysis where the minimum value of the alpha was 0.600 was considered. An
example of reliability has been presented below.

9
Table 1. Values of Mean, SD and Cronbach’s Alpha

Sub-scales Grand Mean Standard Deviation Cronbach’s Alpha

Girl preferences 2.76 1.01 0.667
Mother support 2.95 .978 0.797
Girl demand 3.00 .899 0.602
House environment 2.94 1.38 0.676

I believe that reliability is based on the accuracy of the collected data for the negative impacts of
mother’s out-migration to the left behind girls (Cohen et al., 2011). I have regularly and
systematically produced descriptions, records, and reflections with the negative impacts of
mother’s out-migration to the left behind girls based on their experiences and interactions as
accurately and thoroughly as possible in order to increase the credibility and accuracy of my
qualitative data. Additionally, my qualitative questions are purely based on the current problems
of mother’s out-migration occurring at Chitwan District because I am also working in my district
for the welfare of my society. So, validity of the interview questions has increased for my research.
I have used situational, highly structured, carried by a single person, girls-related questions
(interview content) and negative impact of mother’s out-migration measures during my interview’s
time so the validity of my interview’s data has been supported for my study. Dependability of my
qualitative study was met by the stability of the findings and the ability to track variance in the
data over time which was fulfilled by keeping a written record of each step of qualitative data
analysis.
Finally, conformability of my qualitative study was evidenced by other beginning teachers who
were not involved in my research because I had presented the transcribed data to other beginning
teachers to know their perceptions after interpretation of my qualitative interview data who have
the same characteristics of my previous sample teachers (Long & Johnson, 2000). The
dependability of my qualitative research is deeply rooted in my data measurement standard where
I wanted to measure the intention to beginning teachers to remain in the profession where my
research instruments also measured the same as I wanted to measure so that the dependability of
my qualitative study has been supported (Long & Johnson, 2000).

10
Data collection
Once the data were collected, it was imported in Statistical Package for the Social Sciences (SPSS)
24 for coding and analysis. SPSS is a statistical software program that allows researchers to
conduct both basic and advanced statistical analysis. This study utilized inferential statistics
including the and Binary Logistic Regression as well as descriptive analysis, which included
frequency counts for demographic information. Binary Logistic Regression is a statistical
procedure that allows a researcher to determine the relationship between dependent and
independent variables Similarly, the research question and hypothesis formulated for this study
were tested at the 0.05 levels or better.
3 RESULTS
The purpose of this study was to examine the relationship between mother’s out-migration and its
impacts to the left behind girls for their education, health and psychosocial in Chitwan District
Nepal. This study was considered a mixed methods research, which was previously noted by the
use of both quantitative and qualitative data where inferential and descriptive statistical techniques
of quantitative and content analysis of the interview’s data of the qualitative data were analyzed.
Participant responses were collected using five surveys based on a five-point Likert scale and the
semi-structured interview data. Analysis included Factors analysis, Binary Logistic Regression
analysis, descriptive statistics analysis and content analysis of the transcribed interview data.
Results for the primary analysis are discussed below.
3.1. Descriptive Analysis of Independent and Dependent Variables
The mean, standard deviation and the values of Cronbach’s Alpha of the sub-scales are presented
in Table 2. The variables of mother’s out-migration were used to determine the negative impacts
to the left behind girls of under 16 years at Chitwan District. This variable was scored on the basis
of five-point Likert scale responses with the highest score representing the high impacts of and the
lowest score representing the low impacts of mother’s out-migration.

11
Table 2. Values of Mean, SD and Cronbach’s Alpha of the sub-scales

Name of the sub-scales Grand Mean SD Cronbach’s Alpha

Choice of the left behind girls 3.29 1.13 0.827

Security of the left behind girls 3.10 1.22 0.825
Feeling of the left behind girls 2.20 1.25 0.743
Attitudes of the left behind girls 2.76 1.26 0.663
Preferences of the left behind girls 2.95 1.01 0.667
Mother’s support to the left behind girls 3.00 .97 0.797
Demands of the left behind girls 2.94 .89 0.602
House environment of the left behind girls 3.25 1.38 0.676
Negligence of the immediate parents 2.92 1.12 0.817
Psychosocial issue of the left behind girls 3.05 1.08 0.752
Physical issues of the left behind girls 2.34 1.26 0.682
Support to the left behind girls 3.53 1.04 0.602
Behaviour of the neighbors to support 2.97 .826 0.739
Unsupportive nature of the neighbors 3.10 .98 0.725
Negative thoughts of neighbors to left behind girls 3.10 1.28 0.624
Supportive neighbors 2.77 1.28 0.725
Feeling of mother’s support 3.33 1.14 0.624
Depression of the left behind girls 2.63 1.31 0.866
Frustration of the left behind girls 2.81 1.27 0.804
Tolerance capacity of the left behind girls 2.92 1.05 0.650
Communication with mum 3.19 1.05 0.715
Remembrance of mum’s support 2.57 1.22 0.665
Valid N (listwise)

Table 2 has summarized the mean values of the sub-scales, Standard Deviation and the values of
Cronbach’s Alpha. Most of the sub-scales were recorded low mean values which signify that they
were not satisfied with the support they currently receiving by their immediate parents. The low
mean values of the sub-scales also replicate that the left behind girls were not sufficiently
supported by their immediate parents at Chitwan District, Nepal. The values of Alpha have also
showed the reliability of the collected data Five interviewees have reported the following
statements for the essentiality for the mother’s support for their education, health and psychosocial
development.
12
“I could visit my neighbours when I was with my mum, but I feel insecured to visit my
neighbours and friends along now because distributive boys look at me in different eyes”
(Interviewee-4).

“I always remember my mum because she sometimes bought my best food from the market
but now nobody knows what I really want to eat” (Interviewee-3).

“I always feel my mother’s love and affection and also her lovely care in each and every
step, but I can’t sleep at night when my mind remembered her” (Interviewee-2).

“When my mother went to international labour market, my mind has diverted and no
interest in my education” (Interviewee-5).

“I could express my sorrow and joy with my mother, but nobody listens to me. So, have no
idea what to do and what not to do” (Interviewee-1).
“I am so much frustrated that my family members never understand my problems,
specially, health and education issues. My mother was so concerned about my demands,
support to my education and social involvement but I missed now in my mother’s absence”
(Interviewee-5).

“I am now feeling how my mother could understand what I really preferred eating as my
best food, what I really wearing as my best cloths and visiting as my best place and relatives
but now it is my dream to get my best food, best dress and best places to visit (Interviewee-
1).
“I realized that my mother understood my choices, demands when she was with me. I really
prefer eating as my best food, what I really wearing as my best cloths and visiting as my
best place and relatives but now it is my dream to get my best food, best dress and best
places to visit (Interviewee-4).

13
“My mother always cared me about my food and health, but I missed the care for my health
and my best food. I am waiting for my mother’s return to get my best food because my
immediate parents never ask me what food I prefer” (Interviewee-3).

“I never get respect from my neighbours. They underestimate me and my request after my
mother went to international labour market. My immediate parents are not serious to
address my problems with my neighbours. My mind frequently connects the feeling of my
mother’s absenteeism and growing my frustration and depression” (Interviewee-2).

“The roles of my mother were very supportive for my education, health and psychosocial
development but now my family members do not care my problems. If my mother were with
me, I would be more progressive and happy, but I am poor for the support and love”
(Interviewee-3).

“There is no internet facility at my home. So, I could not communicate with my mum when
I need her suggestion. Sometimes, I become crazy for her love and affection and want to
chat with her, but I am unlucky that there is no internet in my house” (Interviewees, 3 and
4).
“When I remember my mum at night, it is very difficult for me to manage my mind and exit
from her remembrance” (Interviewee-1).

“I am very much frustrated after my mother’s departure in the international labour market
and feeling sad and can’t sleep at night due to my mother’s feeling” (Interviewee-3 and 5).

“Sometimes I feel difficulty in my breathing at night and try to find someone on my bed but
nobody is there to support me at night when I need help” (Interviewee-2).

“I want to stay alone and feel my mother’s love and affection. More importantly, I am very
much depressed and frustrated due to the lack of my mother at home” (Interviewee-1).

14
“My neighbours hate me and do not want to involve me in social activities time and again
understate me” (Interviewee-3).

“Members of my society never support me when I need their support, for example,
collecting my data of my assignment, security of my life when I go to do some social
activities” (Interviewee-4).

“My neighbours always underestimate me and said you are a child and can’t do anything
now. They generally scold me and said do not disturb me and go away which made me so
unhappy” (Interviewee-1).

“I am lacking my mother’s support so that I could not improve my educational

performance which made me so frustrated and depressive” (Interviewee-3).
Another interviewee noted that;
“I do not know why mother’s left me with other family members. I am still feeling my
mother’s supportive roles for my health and educational development” (Interviewee-2).

“Due to my mother’s absenteeism with me, I have no interest for my education. I am always
worried about my mother and think negatively whether she will be able to return to my
home again or not which created me a high stress level” (Interviewee-5).

“When my mother was with me, my educational performance was good, but I feel difficult
to improve my performance because I do not get any concern of my family members
towards my education and also no motivation towards my education. They always give
presser to me but try to understand my real problem. I am in dilemma whether to continue
my education or not” (Interviewee-3).

“After my mother departure in the international job, there is always quarrel and debate
among the family members. House environment is completely distributive and noisy so that
I could not concern in my study” (Interviewee-1).

15
 “I still remember my mother’s impressive motivation to my study when I was at grade
seven, but I am in grade nine now. I do not get any feedback and motivation towards my
study. So, I feel myself I am losing myself supportive house environment” (Interviewee-4).

“I experienced the lack of coordination from my immediate parents because I have missed
my friends after my mother’s out-migration. No family members supported me to connect
with good people and good friends. When I had problems, I had to face myself and had to
support from my family members” (Interviewee-5).

“Now my health condition has decreased, and educational performance has also been
decreased because family environment is unsupportive for my education and the roles of
my immediate parents are irresponsible for my overall development. Sometimes I feel I do
not need more life without my mum” (Interviewee-3).

“I have faced the connection with my mum in Viber, Messenger, Emo, Facebook because
my family members restrict me from the internet facility because the password of the Wi-
Fi is controlled by my immediate parents. They blamed me that inter facility would
decrease your educational performance” (Interviewee-1).

“I am very much frustrated from my current situation which makes my life so stressful and
complicated. I am not sure when my mother returns back to Nepal and will listen my
difficulties on education, health and psychosocial issues” (Interviewee-2).

All the statements drawn by the different interviewees clearly signify that the left behind girls were
not satisfied with the current supports, facilities, and attention for their education, health and
psychosocial development. It can be concluded that the left behind girls were negatively affected
by the mother’s out-migration for their education, health and psychosocial development in
Chitwan District Nepal.

16
Table 3. Binary Logistic Regression, consisting all independent variables in the equations
Variables in the Equation
Independent variables B S.E. Wald df Sig. Exp(B)
Girl choice -1.176 .336 12.278 1 .000 .309
Girl security -.851 .381 4.978 1 .026 .427
Feeling of the girls -.593 .365 2.640 1 .104 .553
Attitude of the girls .307 .347 .784 1 .376 1.360
Girls preferences .381 1.044 .133 1 .715 1.464
Supporting roles of mother .316 .495 .409 1 .523 1.372
Girl’s demand .741 .393 3.555 1 .059 2.098
House environment 2.635 .496 28.248 1 .000 13.937
Negligence of immediate parents -.722 .863 .701 1 .403 .486
Psychosocial problem .174 .634 .075 1 .784 1.190
Physical weakness 1.431 .788 3.298 1 .069 4.182
Health issue .095 .587 .026 1 .871 1.100
Lack of support from immediate parents 1.794 .545 10.825 1 .001 6.011
Unsupportive society -.989 1.040 .903 1 .342 .372
Negative thoughts of neighbors .112 .556 .041 1 .840 1.119
Supportive society -.019 .555 .001 1 .973 .981
Support and education .423 .690 .376 1 .540 1.527
Unsupportive house
-2.197 .659 11.123 1 .001 .111
environment
Lack of motivation -1.028 .616 2.781 1 .095 .358
Careless of immediate parents .987 .710 1.931 1 .165 2.683
Lack of coordination 1.157 .572 4.097 1 .043 3.182
Lack of choice -.692 .528 1.716 1 .190 .501
Security problem .607 .416 2.127 1 .145 1.835
Constant -1.872 .305 37.571 1 .000 .154

Both dependent and independent variables were entered the Logistic egression model to find the
relationship between mother’s out-migration and its impact to the left behind girls in Chitwan
District.

17
Summary of the findings
 There is significant relationship between mother’s out-migration and girl’s choice on food,
clothes and games (p<0.05).
 There is significant relationship between house environment and mother’s out-
migration(p<0.05).
 There is significant relationship between physical weakness of the left behind girls and
mother’s out-migration (p<0.05).
 There is significant relationship between mother’s support and mother’s out-
migration(p<0.05).
 There is significant relationship between girls’ preferences and mother’s out-migration
(p<0.05).
 There is significant relationship between tolerance capacity and mother’s out-
migration(p<0.05).
 There is significant relationship between communication with mum and mother’s out-
migration (p<0.05).
 There is significant relationship between behaviour of neighbor and mother’s out-
migration(p><0.05).
 There is significant relationship between lack of coordination and mother’s out-
migration(p<0.05).
 There is significant relationship between unsupportive family members and mother’s out-
migration(p<0.05).
 There is significant relationship between lack of choice and mother’s out-
migration(p<0.05).
 There is significant relationship between unsupportive society and mother’s out-
migration(p<0.05).
 There is significant relationship between psychosocial issues and mother’s out-
migration(p<0.05).

18
DISCUSSION AND CONCLUSION

The purpose of this study was to examine the negative impacts of mother’s out-migration to the
left behind girls in Chitwan District. For the intent of this study, school level teachers whose job
tenure was less than six years were defined as beginning teachers who serve in one of the
following roles in a school of Chitwan District, primary level, secondary level and secondary level
teachers. Based on the selected research design, this study was quantitative and qualitative. The
survey questionnaire and semi-structured interview were used to collect data. Data for this study
were collected via mail survey questionnaires. Once collected data, all data of quantitative design,
were properly coded and analyzed using SPSS 24. Statistical analysis included descriptive
statistics (i.e., mean, standard deviation and Cronbach’s Alpha) and inferential statistics (i.e.,
correlation, regression analysis). Similarly, interview’s data were initially transcribed, coded and
analyzed by using the content analysis.

The results of my study have noted that the left behind girls of migrant households were negatively
influenced by their mother’s out-migration on education, health and psychosocial development in
Chitwan District. The results of this study further highlighted the significant influence of mother’s
out-migration for the overall development of the left behind girls in the Eastern Chitwan Nepal
(see in the table 2 & 3). . Specifically, a moderate negative relationship was observed between the
mother’s out-migration and the left behind girls on education, health and psychosocial
development. Despite this, few studies have examined these work constructs in the context of
mother’s out-migration and its impacts on education, health and psychosocial development (Dhar,
2012; Givaudan, M., & Pick 2013). Research completed to date has been dedicated to policy
makers, doctors, nurses, immediate parents, school teachers, practitioners and different
nongovernment organizations in Nepal. This study extends the limited research base in this area
and offers implications as it relates to the negative impacts of mother’s out-migration to the left
behind girls in Chitwan District Nepal. There is significant relationship between mother’s out-
migration and house environment, physical weakness, mother’s support, girls’ preferences,
tolerance capacity, communication with mum, behaviour of neighbor, lack of coordination,
unsupportive family members, lack of choice, unsupportive society, the development of education,
health and psychosocial development of the left behind girls.

19
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APPENDIX “A”
Table number 1 [Estimates of migrants’ stocks settled in the host region in 2005] (c.f. Duwicquet,
Mouhoud & Oudinet, 2014).
Name of the Total Name of Total Name of Total
countries population of the population of the population of
the countries the countries the
immigrants immigrants immigrants
South Asia 0.55% Central 0.88% West 11.82%
America Europe
Other, Africa 1.36% Former 8.77% United 8.14%
Soviet Kingdom
Union
India 0.49 West Asia 5.33% Other 20.67%
developed
countries
East Asia 0.57% East Europe 1.92% Orth Europe 8.24%
middle and
low income
North Africa 0.60 East Asia 9.19% United State 12.41%
high income America
China 0.06% South 8.03%
Europe
|South 1.04% Japan 1.61%
America

Table number 2 [Estimate of migrants’ stocks by origin regions in 2005] (c.f. Duwicquet,
Mouhoud & Oudinet, 2014).
Name of Total Name of the Total Name of Total
the population of countries population of the population of
countries the the countries the
immigrants immigrants immigrants

23
 South Asia 2.74% Central 9.36% West 4.00%
America Europe
Others 1.89% Former Soviet 9.21% United 6.02%
Africa Union Kingdom
India 0.80% West Asia 3.03%% Other 3.75%
developed
countries
East Asia 2.00% East Europe 8.11% North 4.15%
middle and Europe
low income
North 3.68% East Asia high 4.68% United State 1.27%
Africa income America
China 0.51% South Europe 87.06%
|South 1.1.94%% Japan 0.73%
America

Table 3 [Trends of international labour markets]

Variables 1990 1995 2000 2005 2010
Estimated number of international migrants at mid- 155.5 166.5 178.5 195.5 213.9
year (in millions)
International migrants as a percentage of the 2.9 2.9 2.9 3.0 3.1
population
Female migrants as a percentage of all international 49.1 49.3 49.4 49.2 49.0
migrants

Source: Nawyn (2010).

Table 4 [Migrant Domestic Workers in Gulf Cooperation Council (GCC) Countries]

Country Year Total Woman
Bahrain 2011 83,198 51,811
Kuwait 2010 569,536 310,402
Oman 2009 94,592 69,256
Qatar 2009 80,342 48,147
Saudi Arabia 2009 777,254 506,950
Table 5 [Female Migration in Typical Asian Countries]
Regions 1990 1995 2000 2005 2010
Central Asia 55.2 55.2 55.4 55.3 55.2
East Asia 49.0 50.5 52.9 54.4 55.0
South Asia 44.8 44.9 44.9 44.9 44.6
South East Asia 48.0 48.4 49.1 49.1 49.6
West Asia 40.7 40.4 41.0 39.5 39.3
Asia 45.4 45.3 45.7 45.0 44.6
Source (Thimothy & Sasikumar, 2012).

24
 Table 6 [Female Migrant Stock in Select Countries with High Migration Rates]

Source: Sijapati et al (2015, p.2)

Table 7 [ Per Cent of Females Estimated Female Migrant Stock to Total Migrants]
Year Per cent of females estimated female Estimated female migrant stock using
migrant stock to total migrants migration elasticity for
28.66% 2000–05 2006-06 2000- 10
2011 28.59% 4,532,869 4,582,837 4,557,853
2012 28.54% 4,600,974 4,638,325 4,618,788
2016 28.54% 5,310,235 5,613,676 5,450,924
Model of a structured observational schedule of quantitative method to collect data from the
preschoolers and primary schoolers [2-5 years and 5-10 years].
Table 8 [Share of Female Migration and Growth].
Share of Female Migration Growth of Female Migration

Countries 1990 1995 2000 2005 2010 1990- 1995-2000 2000- 2005-
95 2005 2010
Bangladesh 13.9 13.9 13.9 13.9 13.9 2.7 –0.4 0.9 1.0
India 47.8 48.1 48.5 48.6 48 –1.1 -1.7 -1.7 -1.5
Nepal 71.6 71.1 70.1 69.1 68.2 7.6 2.5 2.4 2.6
Pakistan 45.0 45.2 45.0 44.8 44.7 –9.0 0.7 -3.5 3.5
Sri Lanka 49.8 49.8 49.8 49.8 49.8 –1.5 -1.5 -1.5 -1.5
Afghanistan 43.6 43.6 43.6 43.6 43.6 4.0 1.6 2.6 1.0

Source: Thimothy & Sasikumar (2012).

The following map of three districts is my proposed study area.

Research Design

Qualitative [Interviews and Focus Group Discussion]

25

Urban
 Quantitative [The Survey Questionnaires and Face to Face
Survey

Survey
N=180 Samples from N=180 Samples
Rural Area
Urban Area from Rural Area

Document Key informant

analysis of interviewees
preschoolers 1/3 of 180 1/3 of 180
Discussion [2 – 5 years; [2 – 5 years;
Group Doctors – 1 from each [Immediate Preschoolers of
Immediate Parents of the
Focus 2 Groups region. Preschoolers of Immediate
left behind daughters Preschoolers] Parents].
Local paramedic from
Daughters of migrants’ 2 Groups each region. 1/3 of 180
mothers [6-10 years] 1/3 of 180 6-10 years
Immediate parent -1 6-10 years [Primary
from each region [Primary Schoolers]
Schoolers]
Police chief – 1 from each
region
Teachers of the left 2 Groups 1/3 of 180 1/3 of 180
behind daughters Children club 11 – 19 years 11 – 19 years
[secondary [secondary
member-1 schoolers]
2 schoolers]
19 – 20 years daughters Head teacher-1 from
Groups
[ Primary Schoolers]
each region

Figure number 2 [A mixed methods research design]. (c.f. Freshwater, 2015

Top-ten source districts for female labour migrants, 2008/09–2014/15

26
Figure number 1[Source: Ministry of Labour and employment (2014/15, p.21).
Type-1: Data collection form for the rural area [Aged 3-10 years girls]
Particulars Migrant girls Non-migrant Comparison of migrant and
girls non-migrant girls
Age
Attendance
Marks obtained
Percentage
Disciplinary record
Participation in sports
Participation in extra
activities
Participation in
classroom activities
Psychosocial feelings.
Source: Cohen et al (2007).
Type-2: Data collection form for the urban area

Particulars Migrant Non-migrant Comparison of migrant and non-

girls girls migrant girls
Age
Attendance
Marks obtained
Percentage

Type; -3: Form to collect teacher’s views on Migrant and non-migrant girls

S.NO. Teacher’s views on c. activities of Teacher’s views on c. activities of non-

migrant girls migrant girls
Girl
A
Girl
B

27
Appendix “B”: Sample population;
The proposed sampling design has been presented in the following paragraph which is an example
of a Multi-Stage Random Sampling Method.

Multi-Stage Random Sampling

Nepal

Chitwan District [120] Lumjung District [120] Tanuha [120]

Rural Area Urban Area Rural Area Urban Area Rural Area Urban Area
(1/2 of 120) (1/2 of 120) (1/2 of 120) (1/2 of 120) (1/2 of 120) (1/2 of 120)

Figure number 2 [Multi-Stage Random Sampling Method] (c.f. Ardilly & Tillé, 2006).

Appendix C: The Survey Questionnaires on the impacts of the female migration in the
international labour market to the left behind girls in Nepal.
The Survey Questionnaires on the impacts of the female migration in the international labour
market to the left behind children in Nepal.

QNO.1 Your current school: 1) Private 2) Public 3) Any other, please

write; …………
QNO 2: Members in your family: a) 2 b) 3 c) 4 c) More than 4
QNO 3: Your Gender a) Male b) Female c) Any other………….
QNO 4: Your current grade of education: ………………
QNO 5 Name of your school: -………………………………
QNO6: Your current age: ……………………………………(Optional)
QNO 7: Your age when your mother went to international labour market for employment:
……………………………………
QNO 8: Your grade of education when your mother went to international market and
school’s name’
………………………………………………………………………………………….
QNO 9: Your current residential area
a) Urban b) Rural c) Any other ……………………
QNO 10: In which country, your mother currently works?
………………………………………………………………..

28
 Notes: Arabic countries-1 Europe: 2 Asian Countries: 3 Others: 4
QNO 11: How many years that your mother has been staying in the international labour
market?
……………………………………………………………………………………………
QNO 12: Are you happy that your mother in international labour market now?
a) Yeah b) No c) I do not know
QNO 13: In a week, how many times does your mother contact you?
a) 1-2 b) 3-5 c) 6-7 d) More than 7 times
QNO 14 What are your means of contact with your
a) Landline phone b) Skype c) Viber d) Messenger e) Mobile Phone
f) Social media g) Any other: ………………

QNO 15 Whom do you love much?

a) Father b) Mother c) Grand Father e) Grand Mother f) Brother Test g) Any others
…………………
QNO16: When your mother went to international market for employment, what is your current
problems?
Please indicate how strongly you agree with the following statements.
1 = Disagree totally
2 = Disagree
3 = Not disagree/ not agree
4 = Agree
5 = Agree totally
1 2 3 4 5
a. I feel uncomfortable after my mother departure to INT M. 0 0 0 0 0
b. I can’t sleep at night. 0 0 0 0 0
c. I have no choice in my food. 0 0 0 0 0
d. I have no choice in my cloths. 0 0 0 0 0
e. I have no personal care. 0 0 0 0 0
f. I can’t read well. 0 0 0 0 0
g. I miss my mum’s love and affection. 0 0 0 0 0
h. I have no money to buy pens and copies. 0 0 0 0 0
i. It is difficult to pass my time when I am in leisure. 0 0 0 0 0
j. My interest in study has decreased. 0 0 0 0 0
k. People do ill behave with me. 0 0 0 0 0
l. I do not get love from my family. 0 0 0 0 0

29
 m. I feel free after my mother’s departure to foreign country 0 0 0 0 0
n. I feel insecured after my mother went to internal market. 0 0 0 0 0
o. I believe that she will fulfil my economic demands. 0 0 0 0 0
p. I am unhappy after my mum’s departure in foreign country.0 0 0 0 0
QNO 17: After your mother departure in the international market, what did you miss?
Please indicate how strongly you agree with the following statements.
1 = Disagree totally
2 = Disagree
3 = Not disagree/ not agree
4 = Agree
5 = Agree totally
1 2 3 4 5
a) I miss my personal care. 0 0 0 0 0
b) I miss my love and affection. 0 0 0 0 0
c) I miss my best food. 0 0 0 0 0
d) I miss my support to do my homework. 0 0 0 0 0
e) I miss my best choice of clothes. 0 0 0 0 0
f) I miss my toys at home. 0 0 0 0 0
g) I miss best friends 0 0 0 0 0
h) I miss my bed with mum. 0 0 0 0 0
i) I miss to shopping 0 0 0 0 0
j) I miss my birthday celebration. 0 0 0 0 0
k) I miss my mother in my kitchen. 0 0 0 0 0
l) I miss my mother at school. 0 0 0 0 0
m) I miss my friendly environment at home. 0 0 0 0 0
n) I miss my direct interaction with mum. 0 0 0 0 0
o) I miss to do social activities in my locality. 0 0 0 0 0
p) I miss personal care. 0 0 0 0 0
q) I miss interactive environment at home. 0 0 0 0 0

QNO 18: When you remember your mum, what do you do?
Please indicate how strongly you agree with the following statements.

1 = Disagree totally
2 = Disagree
3= Not disagree/ not agree
4= Agree
5= Agree totally 1 2 3 4 5
a) I go to my friend’s house. 0 0 0 0 0
b) I stay lonely at home. 0 0 0 0 0

30
 c) I go to Cinema. 0 0 0 0 0
d) I visit my relatives. 0 0 0 0 0
e) I go to play football 0 0 0 0 0
f) I go to outside of my home 0 0 0 0 0
g) I go to my mam’s house 0 0 0 0 0
h) I wait my mum’s call in viber. 0 0 0 0 0
i) I call my mum. 0 0 0 0 0
j) I call my friends at home. 0 0 0 0 0
k) I open my television. 0 0 0 0 0
l) I do my homework. 0 0 0 0 0
m) I run Facebook to minimize my loneliness. 0 0 0 0 0

QNO19. After my mother’s departure in the international market, I have the following health
issues.
Please indicate how strongly you agree with the following statements.
1 = Disagree totally
2 = Disagree
3= Not disagree/ not agree
4= Agree
5= Agree totally
1 2 3 4 5
a) I frequently become sick. 0 0 0 0 0
b) I do have generally common cold problem. 0 0 0 0 0
c) I feel very weak and powerless. 0 0 0 0 0
d) I feel uneasiness and inner pain but unknown where. 0 0 0 0 0
e) I do have headache more than three times in a week. 0 0 0 0 0
f) I feel restless and body burning. 0 0 0 0 0
g) I do even have the problem of digesting food. 0 0 0 0 0
h) I do have frequently fever. 0 0 0 0 0
i) I do have sometime respiration problem at night 0 0 0 0 0
j) I feel physical imbalance. 0 0 0 0 0
k) Sometimes, my eyes become confused. 0 0 0 0 0
l) I feel uneasy when I sleep. 0 0 0 0 0
m) I am happy with my health now. 0 0 0 0 0
n) My weight has been increased after my mother’s migration 0 0 0 0 0
o) My weight has been decreased after my mother’s migration 0 0 0 0 0
p) I can’t carry heavy weight. 0 0 0 0 0
q) When I become sick, I will not immediately take to hospital.0 0 0 0 0

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QNO 20. How do your neighbor treat you after your mother’s departure in the international
market for employment?
Please indicate how strongly you agree with the following statements.
1 2 3 4 5
a) They treat me fairly. 0 0 0 0 0
b) They treat me bias. 0 0 0 0 0
c) They treat me in ill manner. 0 0 0 0 0
d) They treat me very nicely. 0 0 0 0 0
e) They treat me very poorly. 0 0 0 0 0
f) They treat me as unknown child. 0 0 0 0 0
g) They do not care me. 0 0 0 0 0
h) They never ask me anything when I am close with them 0 0 0 0 0
i) My friends do not involve in in social activities. 0 0 0 0 0
j) I am restricted to visit my community when I am free. 0 0 0 0 0
k) My society neglect me to express my feelings and thoughts. 0 0 0 0 0
l) The role of my society is unsupportive. 0 0 0 0 0
m) My family members control me in unnecessary things. 0 0 0 0 0
n) I have access to join at social activities in my society. 0 0 0 0 0
QNO 21 What is your psychosocial problems after your mother’s departure in international
market?
Please indicate how strongly you agree with the following statements.
1 = Disagree totally
2 = Disagree
3 = Not disagree/ not agree
4 = Agree
5 = Agree totally
1 2 3 4 5
a) I feel lonely 0 0 0 0 0
b) The level of my depression is increasing. 0 0 0 0 0
c) I always remember my mum. 0 0 0 0 0
d) I feel nervous. 0 0 0 0 0
e) I become aggressive. 0 0 0 0 0
f) My personal growth is satisfactory. 0 0 0 0 0
g) I have autonomy to decide my life now. 0 0 0 0 0
h) My house environment is under my control. 0 0 0 0 0
i) I observe everyone negative. 0 0 0 0 0
j) I have good relationship with my friends. 0 0 0 0 0
k) I am satisfied with my current situation. 0 0 0 0 0
l) I do not like to involve with my friends to play. 0 0 0 0 0
m) I am very much frustrated. 0 0 0 0 0

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 n) My material well-beings are satisfactory. 0 0 0 0 0
o) I want to stay lonely. 0 0 0 0 0
p) I am enjoying without my mother here in Nepal. 0 0 0 0 0
q) I am enjoying my life here in Nepal. 0 0 0 0 0
r) I pride my mother’s work in the international market. 0 0 0 0 0
s) My mind is actively functioning in every aspect of my life. 0 0 0 0
0

QNO22 After my mother’s departure to international market for employment, my education

has been affected. Please indicate how strongly you agree or disagree with the following
statements.
1 = Disagree totally: 2 = Disagree: 3 = Not disagree/ not agree; 4= Agree 5= Agree
totally
1 2 3 4 5
a) I feel lack of support for difficult problem. 0 0 0 0 0
b) I do not get sometimes stationary goods. 0 0 0 0 0
c) I don’t get my course book on time. 0 0 0 0 0
d) I get stressed when I begin my study. 0 0 0 0 0
e) I have no concentration to my study. 0 0 0 0 0
f) I lack encourage in my education. 0 0 0 0 0
g) My father always disturbs when I begin my study at home 0 0 0 0 0
h) My father drinks alcohol and be a fool in the evening. 0 0 0 0 0
i) I have very limited family support to my education. 0 0 0 0 0
j) My grandparents are unsupportive for my education. 0 0 0 0 0
k) I am confused what to do for my future education. 0 0 0 0 0
l) My educational level had been decreased now. 0 0 0 0 0

QNO. 23 Are you happy that you are separated from your mother?
a) Yeah b) No
QNO.24 Please choose the best suited alternatives. My major problems arose after my mother
went to foreign country.
2 = Disagree totally: 2 = Disagree: 3 = Not disagree/ not agree; 4= Agree 5= Agree
totally
a) I have my health problem. 0 0 0 0 0
b) I have psychosocial problem. 0 0 0 0 0
c) I have educational problem. 0 0 0 0 0
d) I have social problem. 0 0 0 0 0
e) I have security problem in the society.0 0 0 0 0
f) I have the problem of parental monitoring. 0 0 0 0 0

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 g) I have the problem of supportive family environment. 0 0 0 0 0
h) I have problem of family monitoring to my future. 0 0 0 0 0
i) I have the problem of relationship with my school friend. 0 0 0 0 0
j) I have the problem of balanced diet. 0 0 0 0 0
k) I have the problem of interaction with my mum. 0 0 0 0 0
l) I have no problems at all. 0 0 0 0 0

QNO. 24 Do you want to stay with your mother until you are 18 years?
a) Yeah, I do like to stay
b) No, I do not like to stay
c) I do not know
QNO 25: Do you agree that you need mother’s support for your educational, health and
psychosocial development?

a) Yeah b) No
QNO. 26 The open-ended interview’s questions:
a) Are you satisfied that you are separated from you mother?
b) What are the key problems you have faced after your mother went to international market
to work? Please explain without any hesitation.
c) Do you feel lonely sometimes? What do you do when you feel lonely?
d) At what moment you remember your mum? What you do when you remember your
mum?
e) Do you agree that your health condition is bad after your mother went to foreign country?
f) What is your key problems of education in the absence of your mother?
g) After your mum went to international market, what are your major health problem?
h) Does your society support you? If not, what support do you sort from your society?
i) What benefits you have received after your mother went to international market?
j) Do you really miss your mother? Please tell me what you really miss in your mother’s
absence.

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