连片特困地区留守儿童学业成绩的影响因素研究——以贵州省典型连片特困地区为例

Influencing Factors of Academic Achievement of Left-behind Children in Concentrated Destitute Area Based on the concentrated destitute area in Guizhou Province

连片特困地区经济水平较低,当地大量农民外出务工,形成大量学龄阶段的留守儿童。连片特困地区在地方办学条件、师资力量、教学理念、地方财政投入等方面存在较大差距,因此留守儿童教育问题尤为突出。运用定量研究方法,以贵州省武陵山区问卷调查数据为例,研究连片特困地区留守儿童学业成绩的影响因素,结果表明:第一,连片特困地区留守儿童学业成绩与非留守儿童之间不存在显著差别;第二,个体特征和行为习惯对连片特困地区留守儿童学业成绩产生显著影响,具体而言,留守男孩成绩显著低于留守女孩,课外学习时间、学习意愿与家务劳动参与因素对留守儿童学业成绩具有显著的正向影响;第三,亲子分离对连片特困地区留守儿童学业成绩产生性别差异性影响,表现为亲子分离对留守男孩的学业成绩产生显著影响,而对留守女孩学业成绩影响不显著。

The economic level of the concentrated destitute area is relatively low, and a large number of local farmers migrate to form a large number of school-age children. There are big gaps in the local conditions of running schools, teachers＂ strength, teaching ideas and local financial investment, so the education of children left behind is especially prominent. This paper uses the quantitative research method to study the influencing factors of the academic performance of the left-behind children in the concentrated destitute area. The results show that： First, there is no significant difference between the academic performance of left-behind children and non-left-behind children; Second, individual characteristics and behavioral habits have a significant impact on the academic performance of left- behind children, in particular, the results of the left-behind boys were significantly lower than those of the left-behind girls, and the extracurricular learning time, the willingness to study and the participation of household chores had a significant positive impact on the academic performance of the left-behind children. Thirdly, the effect of parent-child separation on gender differences in left-behind children＇s academic performance, the performance of parental separation had a significant effect on the academic performance of the left-behind boys, while the effect on the left-behind girls was not significant.