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.

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.

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.

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.

乡村振兴背景下留守儿童手机阅读现状及基层图书馆应对策略

农村留守儿童手机阅读问题突出。文章综合文献研究法、访谈法与问卷调查法,通过抽查398位农村留守儿童与217位农村留守儿童家长,重点调研其手机用途认知、手机阅读目的、手机阅读内容、手机阅读时长、手机阅读方法、手机阅读方式、影响手机阅读的因素、手机阅读帮助、手机阅读服务等,并基于调研结果,提出了基层图书馆基于乡村振兴战略的应对之策:发挥基层图书馆服务留守儿童手机阅读主体作用,强化基层图书馆科学指导留守儿童手机阅读能力,创新基层图书馆留守儿童手机阅读资源与服务建设等。

脱贫地区留守儿童积极发展的理论探析与发展关注点

农村留守困境以及某些脱贫地区道德文化失调带来的各种社会风险仍然是留守儿童积极发展的重大风险因素,受到社会各方重点关注。现阶段,脱贫地区留守儿童积极发展工作中存在的问题主要表现在:理论构建层面,促进积极发展理论未能与时俱进,缺失针对不同文化背景下个体积极发展理论探讨;实践应用层面,忽视了农村社会转型过程中,一些脱贫地区道德文化失调带来的各种社会风险挑战,社会适应促进的理论研究与实践应用不能有效结合。促进农村留守儿童积极发展关注点需要侧重于以下几个方面:第一,积极构建留守儿童健康发展理论体系与实现机制;第二,从家庭、学校和社区等多个维度优化脱贫地区乡村留守儿童积极发展的外部资源;第三,注重个体心理韧性、意向性自我调节及行为的培养,优化积极发展的个体资源,开发留守儿童自身优势和潜能,减少心理问题和问题行为。

留守儿童人际敏感与攻击行为的关系——留守类型和共情的调节作用

采用问卷法探讨留守儿童人际敏感与攻击行为之间的关系及留守类型和共情在其中的调节作用。结果表明:(1)留守儿童人际敏感与攻击行为之间存在显著正相关;(2)留守类型和共情均负向调节人际敏感和攻击行为之间的关系,父外留守可抑制低人际敏感儿童的攻击行为,母外留守和高共情可抑制高人际敏感儿童的攻击行为。这表明,降低留守儿童的人际敏感性,根据儿童的人际敏感程度改善亲子关系,同时提高儿童共情水平,可有效降低留守儿童的攻击性。

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。

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。

“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。

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。

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。