计划行为理论视角下留守儿童家庭教育的问题分析与应对策略

Problem Analysis and Coping Strategies of Family Education for Left-Behind Children under the Perspective of Theory of Planned Behavior

本文基于计划行为理论的系统框架,剖析了留守儿童家庭教育的现状,并探讨了其中潜在的认知和实践误区。以往关于计划行为理论的研究深刻揭示了行为意向的形成机制,即由态度、主观规范与知觉行为控制这三个核心要素构成的综合效应。在留守儿童家庭教育的特殊情境中,这三个因素交织在一起,深刻影响着家长的教育决策和行为模式,最终影响了儿童家庭教育的质量。本文旨在运用此理论深入剖析问题根源,为探索留守儿童家庭教育路径提供科学的理论依据与切实可行的策略建议,以期促进留守儿童家庭教育的优化升级。Based on the systematic framework of the Theory of Planned Behavior (TPB), we analyzed the current situation of family education for left behind children, and discussed potential cognitive and practical misconceptions. Previous studies on TPB have revealed the formation mechanism of behavioral intention, which is the comprehensive effect composed of three core elements: attitude, subjective norms, and perceived behavioral control. In the special context of left behind children’s family education, these three factors also affect parents’ educational decisions and behavioral patterns, ultimately affecting the quality of children’s family education. By applying this theory to deeply analyze the root causes of the problem, scientific theoretical basis and practical strategic suggestions are provided for exploring the path of family education, in order to promote the optimization and upgrading of family education for left behind children.