留守经历影响学业成就的作用机制述论

A Review and Discussion of the Mechanisms by which Left-behind Experiences Influences Academic Achievement

关于留守经历影响学业成就的作用机制,中外的实证研究有深入的探讨,但分歧大于共识,对各类机制的作用大小及方向的判断往往因人、因时、因地而异。论者或认为财富效应最重要,或主张亲子效应更关键,或强调留守时长效应以及与留守所处人生阶段相关的时间窗效应。这些分歧与研究对象、调查技术、测量指标、分析方法等方面的差异有关,也与留守儿童界定、儿童所处经济文化背景密不可分,事关留守经历这一触发事件本身的多样性和复杂性。建构一个综合考虑留守者个体特征、留守场景、留守危险因子及保护因子的分析模型,有助于厘清这些分歧,也有助于超越机制之争,致力于提出改善留守儿童发展及教育境况的整合性解决方案。

Regarding the mechanisms of the influence of left-behind experiences on academic achievement,empirical studies at home and abroad have made in-depth discussions,but there is more disagreement than consensus,and the judgments on the role and direction of various mechanisms often vary from person to person,time to time,and place to place.The researchers either argue that the wealth effect is the most important,or advocate that the parent-child effect is more important,or emphasize the time effect related to the length of left-behind,the time-window effect related to the life stage of left-behind.These differences are related to the differences in research objects,survey techniques,measurement indicators and analysis methods,and are also inextricably linked to the definition of left-behind children and their economic and cultural background,as well as to the diversity and complexity of the triggering event of the left-behind experience itself.The construction of an analytical model that comprehensively considering the individual characteristics of left-behind children,the scenarios of left-behind children,and the risk factors and protective factors of left-behind children can help to clarify these differences.And it is also helpful to transcend the debate over mechanisms and propose integrated solutions to improve the developmental and educational situation of left-behind children.