The Correlation between Social Anxiety and Loneliness of Left-Behind Children in Rural China: Effect of Coping Style

In this study, the relationship between social anxiety, coping style and loneliness amongst left-behind children was investigated. The participants were 773 left-behind children recruited from 8 junior middle schools in rural areas of Zhejiang Province in China who completed the Social Anxiety Scale for Children, Simplified Coping Style Questionnaire and Children’s Loneliness Scale. Results show that there was a moderate correlation between social anxiety and loneliness, and these variables had a significant negative relationship with positive coping style and a significant positive relationship with negative coping style. Furthermore, the left-behind children’s social anxiety, coping style and loneliness were different within specific demographic groups, such as gender, only child status and different type of parental work. Also negative coping style moderated the association between loneliness and social anxiety, so that children who were more likely to use negative coping strategies showed a stronger relationship between social anxiety and loneliness. Finally, the left-behind children’s social anxiety not only directly predicted their loneliness, but also had an indirect effect mediated by their copying style.

Parental Migration’s Effects on the Academic and Non-Academic Performance of Left-Behind Children in Rural China

This study investigates the impact of parental labor migration on the academic achievements and non-academic growth of left-behind children in fourth and seventh grades. Employing survey data collected from rural China in 2014, 2015, and 2016, we examine the effect of parental absence on children's academic achievement using Propensity Score Matching(PSM) and Difference in Difference(DID) methods. The results demonstrate that left-behind children whose parents have migrated for one year have statistically significantly lower academic scores. Academic scores drop lower for fourthgrade students and students from higher-income families. There are also adverse effects on left-behind children's confidence, teacher-student relationships, subjective well-being, and educational expectations if parents migrate for one year. Surprisingly, if parental migration lasts longer(totaling two years), these adverse effects disappear, and student's educational expectations even improve. These results may be because, over time, the adverse effects that occur immediately after parental migration are offset by the positive effects of migration(i.e. higher income). These conclusions can inform migrant parents on ways to utilize their resources to improve the academic performance of their left-behind children.

A Study of English Learning Motivation of Left-behind Children from the Perspective of L2 Motivational Self System

A survey carried out among 286 left-behind children in a middle school through the lens of L2 Motivational Self System presents that although left-behind children possess low level of English learning motivation,they are favorably disposed towards studying English.Among the three dimensions of L2 Motivational Self System in this survey,L2 Learning Experience influences English learning motivation of left-behind children most and Ideal L2 Self with Ought-to L2 Self ranks the second in affecting their motivation.Practicalimplications are also provided.

Narration and Healing of Psychological Trauma in Chinese Left-behind Children

The problem of left-behind children appears under the background of China’s industrialization,urbanization and modernization with the deepening of its reform and opening up. From 1980s,literature began to give attention to this special phenomenon.Many writers wrote about children’s psychological trauma in alienated families and social environment,and also gave suggestions on the healing of left-behind children’ psychological trauma in their works. This paper argues that the weakening of family education,the deficiency of schooling and the low social coordination are essential factors that lead to the psychological trauma of left-behind children in rural China. Joint effort from family,school and society contribute to the healing of the trauma,among which,love,writings and speeches are effective ways.

Good Experience of Values Education Mode in the UK and the US for the "Left-behind" Children's Values Education in China

Based on the development status and development characteristics of the "left-behind" children, we analyze the current situation of the "left-behind" children's values education in China. After studying the training methods and mode of young people's values in the US and Europe, we reflect on the "left-behind" children's values education in China, and point out the following deficiencies in the "left-behind" children's values education in China: the traditional Chinese culture is at the ebb, and socialist core values have not received close attention, being developed sluggishly; the educational content is stale and the method is single; the rise of science education leads to the decline of humanities education, hindering comprehensive human development. We draw the following precious experience from the values education in the UK and the US for the "left-behind" children's values education in China: laying great emphasis on humanities education, to promote comprehensive human development; seeking and reshaping the mainstream values under plural values; giving full play to the social forces, to promote the development of the "left-behind" children's values education.

Path of Student Volunteer Organizations in Agricultural Universities for Serving Rural Left-behind Children: A Case Study of Northwest A&F University

Most volunteer organizations in universities focus their attention on urban communities and residents,but neglect rural residents.Agricultural universities have responsibilities and conditions to serve rural areas,and should bring into play their leading role. This study surveyed situations of volunteers of Northwest A&F University serving rural left-behind children,and found that there are problems including weak volunteer awareness,unstable organization members,imperfect organization construction,and lack of effect incentive mechanism. Finally,it came up four recommendations: strengthening " active service" ideological education,improving management system construction,establishing incentive mechanism,and setting up brand project,to provide feasible path for agricultural universities serving rural weak groups in a better way.

Preliminary Study on Crime Prevention of Left-behind Children in Rural China

In the process of social and economic development in China,there appears the inevitable problem of crime of left-behind children.Extensive researches and disputes prove that it is,to a greater extent,a social phenomenon resulted from social factors. It is recommended to improve the treatment of migrant workers and solve the problem of school admission for their children,provide effective legal education for those left-behind children whose problem can not be solved in a short term,and supplement the guardianship role to control the crime rate of leftbehind children. Another more effective method is to resume effective control of people's social life through the rural cultural tradition,to fundamentally prevent crime of left-behind children.

Current Situation and Mental Health and Intervention Measures of Left-behind Children

In the Outline of the Twelfth Five-Year Plan for National Economic and Social Development of the People's Republic of China,it proposed of improving distribution and form of urbanization and strengthening urbanization management. With acceleration of the urbanization,numerous rural labors flow to cities,and the number of left-behind children becomes increasingly large,which not only increases burden of family and education,but also gives rise to many mental problems. Due to lack of family education,many left-behind children have mental,emotional and ethical disorder and problem,which creates hidden trouble for building a harmonious society and economic development. This paper analyzed current situation and factors influencing mental health of left-behind children,including family environment,grandparent upbringing,and school environment. Finally,it came up with pertinent intervention measures from changing ideas of parents,improving the relationship between parents and children,and improving mental health education of schools.

Research of Problems of Left-behind Children in the View of Inclusive Education

Inclusive Education is one of the most advanced educational concepts at the present time. It advocates raising the participation of children and alleviating the exclusion problems between them at the same time. Although China is a large agricultural country, under the situation of fast-growing economic development, an increasing number of adults prefer to work in big city,we call this"working fever". This situation contributes to a growing number of Left-behind children, the problem became severer. As a major receiver of basic education in China, Left-behind children may easily suffering from the problems due to their family. This violates the original intention of Inclusive Education.

农村留守儿童教育政策的演变逻辑

农村留守儿童是我国城市化进程中产生的特殊群体,党和政府为此陆续出台了一系列政策,不断完善留守儿童关爱服务机制。我国留守儿童政策经历了萌芽期(1996—2007年)、形成期(2007—2016年)和深化期(2016年至今)三个阶段。留守儿童政策制定有其内在逻辑,从关注留守儿童基本教育保障到关心弱势群体教育,维护教育公平,再到促进教育脱贫与实现乡村振兴,政策制定的立意持续深化,内容不断丰富,成效日益突出。政府应进一步完善寄宿制学校新型教育模式,设置留守儿童专项经济资助经费,进一步健全社会关爱体系,构建留守儿童社会情感能力评价机制,确保农村留守儿童健康成长。

互联网使用对低龄留守儿童自我管理能力影响的门槛效应研究

基于湖北省8县(区)3791名小学生调查,从互联网使用条件、使用偏好和使用时长等维度探讨了互联网使用对低龄留守儿童自我管理能力的影响。研究发现,互联网使用条件对低龄留守儿童自我管理能力没有显著影响,互联网使用偏好和时长对低龄留守儿童自我管理能力有显著影响,儿童上网学习时长对儿童自我管理能力有显著的门槛效应。因此,应合理引导低龄儿童互联网使用偏好,规范互联网使用时间和上网学习时间以增进留守儿童信息素养;全方位关心支持低龄留守儿童身心健康发展,减少其网络依赖,提升低龄留守儿童自我管理能力。

“躺在床上玩手机”:农村留守儿童手机使用的扎根研究

手机使用对农村留守儿童成长产生了重要影响。基于扎根理论进行质性研究,揭示了导致农村留守儿童手机依赖的原因,包括家庭环境、学校教育与同辈影响等外部原因,也包括儿童心理状态和媒介素养等内部原因。研究发现,农村留守儿童的手机涵化效应较为严重,从而导致了他们较低的自我期望和学习投入。对此,家长要为儿童成长提供积极支持,学校应重视儿童媒介素养培养,家校社应协同加强对留守儿童的理想与榜样教育,互联网游戏企业应注重社会责任的担当。

留守儿童领悟社会支持对学业情绪的影响——基于链式中介效应检验

为探讨留守儿童领悟社会支持对学业情绪的影响,并检验自尊和希望在此影响过程中的中介效应,课题组运用问卷调查法对1210名被试进行调查.结果表明,留守儿童的领悟社会支持正向预测积极学业情绪,负向预测消极学业情绪;自尊、希望在留守儿童领悟社会支持与学业情绪间起着链式中介作用.因此,家庭、学校、社区应当三方协同,提升留守儿童的社会支持水平,促使他们融入社会;积极引导,提高留守儿童的自尊水平;主动干预,促进留守儿童希望感的发展;采取多方面的措施,改善留守儿童的学业情绪.

农村留守儿童抗逆力的结构及问卷编制

为探讨农村留守儿童抗逆力的结构,本研究编制适应于农村留守儿童的抗逆力问卷。本研究采用半结构访谈和开放编码方式构建抗逆力理论模型,形成了初测问卷;采用整群随机抽样法选取农村留守儿童各550名分别进行初测和正式施测,并进行信效度检验。结果显示,农村留守儿童抗逆力问卷包含8个维度(逆境信念、社区融合、积极认知、问题解决、家庭支持、情绪调节、学校适应和朋辈支持)。问卷总分与因子分的Cronbachα系数为0.73~0.81,分半信度为0.83,重测信度为0.90,表明问卷信度良好;验证性因素分析指标拟合良好(χ^(2)/df=1.21,GFI=0.90,TLI=0.91,CFI=0.90,RMSEA=0.039,P=0.001)具有良好的效度;抗逆力总分及各维度得分均与效标问卷得分呈显著正相关(r=0.30~0.62,P<0.01),问卷具有较良好的效标关联效度。描述性统计分析发现,留守女生比男生抗逆力水平更好,留守时间“长短效应”仍然存在,父母受教育程度越高越有利于农村留守儿童抗逆力发展。这项研究表明,农村留守儿童抗逆力问卷具有较好的信度和效度,可用于留守儿童抗逆力的测评。

县域地区父母卷入对儿童希望感的影响——基于西部N县数据的实证研究

聚焦西部县域儿童希望感,基于课题组在N县23所学校开展的中学生调查数据,运用多元线性回归分析了父母卷入对儿童希望感的影响,并纳入交互项,从性别和留守视角分析父母卷入对儿童希望感影响的异质性。研究发现:(1)父母的情感卷入和母亲认知卷入均会对儿童希望感产生显著的正向影响;(2)性别视角下,父母卷入对儿童希望感的影响不存在显著的性别差异;(3)留守状态视角下父母卷入的影响效应差异并不显著;(4)留守距离视角下,对于双留守而言,父母一方在省内会显著降低父亲的行为卷入,但会显著提升母亲的行为卷入。在此基础上,提出应从强化家庭教育宣传引导,促进特色产业发展,通过学校、社区的力量,加强对留守家庭的支持,促进西部县域儿童希望感的发展等方面的政策建议。

部分地区留守儿童教育现状调查

文章以问卷调查法为主要研究方法对部分地区留守儿童的教育状况开展调研。数据显示,我国部分地区留守儿童精神状态积极向上、学习成绩呈正态分布、对未来充满期待、有正当的文化需求。女性留守儿童和男性留守儿童在学习成绩等方面无显著性差异;同时,部分地区留守儿童在教育方面存在家庭教育缺失、学校教育内容单调、社会文化活动资源匮乏等问题。据此,文章提出提升留守儿童的家庭教育水平、发挥学校的育人核心作用、构建全方位的留守儿童教育新格局3个方面的建议,以期为提升留守儿童教育水平提供参考。

互动仪式链理论视角下留守儿童家校共育:机制、困境与路向

家校共育是我国教育公平优质发展的要求,是留守儿童身心健康发展、学业水平提升的重要保障。互动仪式作为微观社会学概念,提供了一个整体把握家校共育的认识框架和一个自下而上审思家校共育实践的整合型分析视角。基于互动仪式链理论,当前农村留守儿童家校共育所面临的困境主要包括:留守儿童父母“身体缺场”,家校“脱域”互动;参与主体异质,家校关注焦点离散;家校互动地位能力势差,情感能量积蓄失衡;家校共育主体身份认同危机,一致行动受阻。农村留守儿童家校共育的未来路向应从拓展家校沟通平台,形成双向共时教育信息互动模式;达成教育价值共识,提升家校共育的稳定性;相互尊重平衡地位势差,激发参与主体的情感能量;推进家校互动制度化建设,保障家校共育主体身份认同等方面寻求突破,以提高家校共育的科学性,进而提升家校共育实效。

惠农义务教育政策执行中的“空转”现象与矫治——城镇化进程视野下的分析

作为推进城乡教育公平的关键,惠农义务教育政策已经实施多年,但城镇化的快速发展引致流动随迁子女和留守儿童现象并存。原有的惠农义务教育政策陷入了执行中的“空转”困境,具体表现在:一些施惠措施的目标精准性和时代适应性不足、城市学校义务教育资源难以均衡惠及流动人口、留守儿童义务教育质弱量缺的困局尚未扭转。基于政策执行过程分析框架,从政策执行的视角发现:公共服务消极供给、顶层设计不足、流入地财政压力过大、农民工参与空间与能力有限是造成惠农义务教育政策“空转”现象的主要原因。基于城镇化进程提出四个矫治路径,即:推进更高质量的城镇化、让农民有更多机会进入公共决策体系、建立完善的经费保障机制和消除社会歧视,以期提高惠农义务教育政策执行的有效性。

农村留守儿童脆弱性测度及影响机制分析——以甘肃省庆阳市宁县为例

儿童的发展一直是国家发展的重点关注方向,留守儿童作为一个特殊群体,由于长期与父母分居两地引发的亲子疏离,使其存在诸多潜在风险。以甘肃省庆阳市宁县为研究区,对346个留守对象进行问卷调查,从暴露风险、敏感性和适应能力3个维度构建脆弱性评价指标体系,采用脆弱性模型对留守儿童脆弱性进行评价,运用聚类分析法对脆弱性类型进行划分,并利用障碍度模型对影响该地区留守儿童脆弱性的障碍因子进行识别。研究发现:(1)留守儿童脆弱性总体上呈现中等偏高的状态;(2)脆弱性不同角度特征:男生高于女生、除高一外的中学年级高于小学年级、双留守较单留守显著且不同留守角色对儿童的影响存在差异性;(3)留守儿童脆弱性分为安全脆弱型、物质脆弱型、亲情脆弱型、健康脆弱型和全面脆弱型5类;(4)留守儿童脆弱性关键影响因素表现在政府政策支持度、教育资源可获得情况、物质生活条件和家庭氛围及个人心理状况和兴趣爱好等方面。研究认为,降低留守儿童脆弱性,既能保障留守儿童自身健康成长,又对实现乡村振兴具有积极意义。

社会投资视角下农村留守儿童社会支持政策的反思与构建

“以儿童为中心”的社会投资战略已成为发达国家社会政策的新趋向。因城镇化巨大的虹吸效应,农村传统差序格局下以血缘、地缘为主的先赋性儿童照料资源日趋消解,农村留守家庭劳动力再生产能力不足,以“农村留守儿童关爱体系”为主要内容的社会政策进入公共政策领域。然而,从社会投资的视角来看,我国农村留守儿童政策尚缺乏“支持家庭”“多元共治”等理念,“事后补缺型”的制度设计难以满足农村留守儿童和家庭的发展性需求,可能会通过降低未来人力资本增加贫困代际传递的风险。要实现“社会救助”向“社会投资”的理念转变,应以提升农村留守儿童及其家庭发展能力为根本,从导致亲子分离的制度根源入手,利用服务供给、时间补偿等“支持家庭”手段,构建政府、家庭、社会等“多中心协同治理”的社会支持体系,为农村留守儿童及其家庭提供普惠性的公共资源,以切断先赋性弱势与“留守事件”的链接机制。