曾留守农村大学生的学业成就:现状、特征与精准帮扶——基于4596名本科生的调查

Academic Achievements of Rural Undergraduates with Left-behind Experience: Status, Characteristics and Targeted Assistance——Based on a Survey of 4596 Undergraduates

基于8所高校4596名本科大学生的问卷调查研究发现:曾留守农村大学生的学业成就整体处于中上游水平,其自我概念发展得分最高,能力发展次之,学习成绩最低。群体比较后得知,曾留守农村大学生的学业成就整体低于其他大学生群体,也明显低于其他普通农村大学生;不同留守类型大学生与非留守大学生学业成就差异较大;曾留守农村大学生中男生的学业成就整体不如女生;曾留守农村大学生在大三之前与普通大学生的学业成就差异都很显著,但在大四期间二者差异开始缩小并趋于一致;不同农村留守经历类型大学生的学业成就差异不显著;留守大学生的城乡差异不显著。早期的曾留守农村经历对大学生当前的学业成就具有持续的负面影响,是导致曾留守农村大学生当前学业成就相对低下的首要因素。提高其学业成就需要从学业指导、心理关怀和生活帮扶三方面予以精准施策。

Based on the questionnaire survey of 4596 undergraduates in 8 universities, six characteristics about academic achievements of rural undergraduates with left-behind experience are found. Firstly, the academic achievements of rural undergraduates with left-behind experience are lower than not only that of ordinary undergraduates without left-behind experience, but also that of ordinary rural undergraduates. Secondly,a large difference of academic achievements exists in different types of undergraduates with left-behind experience and undergraduates without left-behind experience. Thirdly,in the group of rural undergraduates with left-behind experience,the academic achievements of male students are lower than that of female students. Fourthly,during the junior year, the difference of academic achievements between the rural undergraduates with left-behind experience and the ordinary undergraduates without left-behind experience is significant, but during the senior year,the gap between the two groups begins to reduce and tend to be consistent. Fifthly,the difference of academic achievements among different types of rural undergraduates with left-behind experience is not significant. Finally,the urban-rural difference of rural undergraduates with left-behind experience is not significant. The early rural left-behind experience has a continuous negative impact on undergraduates’ current academic achievements. And the rural left-behind experience is the primary factor leading to the relatively low academic achievements of rural undergraduates with left-behind experience. Therefore, three types of targeted assistance(academic guidance, psychological care, living support) are needed to improve the academic achievements of rural undergraduates with left-behind experience.