| Objective The study aims to describe the fundamental information of maternalmigrant work in rural middle and primary school in a county of Anhui province, such aswhether the mothers was working or have worked away home,the age of child whenmother going out for working for the first time, the cumulative duration of maternalseparation and the meeting frequency during maternal separation. To investigatewhether maternal migrant working influenced by the students’ sex, family economiclevel and mother’s education degree. To compare whether the experience of maternalseparation is different between rural middle and primary school. We aimed to studywhether the different experience of maternal separation(three groups:early maternalseparation, non-early maternal separation and control group) affects depression anddysfunctional attitude in middle school students. To explore the effect of mothersworking away home on the performances among primary and middle school students inrural.Methods The investigation was included1651middle school students and1302primary school students from5primary school and4middle school in Jiagou county ofAnhui province. Essential information was obtained from family general conditionquestionnaires by the students guardians. The questionnaires included socialdemographic characteristics (students’ sex, family economic level and mother’seducation degree) and the experience of maternal separation(whether the mothers wasworking or have worked away home, the age of child when mother going out forworking for the first time, the cumulative duration of maternal separation and themeeting frequency during maternal separation). According to the definition of early maternal separation, we got57samples of early maternal separation. Then, on the basisof the matching factors including same grade, sex and family social economic status, wegot the other two matched groups(non-early maternal separation group and controlgroup) with the same number. The middle students in the three groups completedindependently the scales of Children’s Depression Inventory（CDI）and DysfunctionalAttitudes Scale(DAS), then using variance analysis to analyze whether there issignificant difference among three groups of CDI and DAS score. The academicperformance of students were assessed by their head teachers among middle andprimary school students.Using chi-square test to analysis the influence factors ofstudents’academic performance among middle and primary school studentsrespectively, furthermore, with the unconditioned Logistic analysis to explore whethermother outdoor-workers relevant experience may take a negative influence forstudents’academic performance among middle and primary school students.Results The proportion of students’ mother who has experienced in working awayhome is64.3%in middle school, and the ratio in pupils is56.8%. The proportion ofchild’s age of older than5, younger than2and between2to5accounts for75.1%,8.6%and16.3%respectively when their mother went out for working for the first time. Thepercentage is42.0%,21.8%and36.2%respectively in rural pupils. The proportion ofmaternal separation cumulative duration in less than one year, one to three years andmore than three years among middle school students is31.3%,35.6%and33.1%respectively. The ratio in rural pupils is29.7%,34.5%and35.8%respectively. Thepercentage of meeting frequency of less than once per half year and more than once perone year is60.9%and39.1%in middle school students. The ratio in pupils is54.1%and35.9%respectively.There are significant differences in gender and maternal education level betweenmaternal migrant worker and non-maternal migrant worker in middle schoolstudents(2=10.099，P=0.001；2=13.092，P=0.001). There is no significant differences in gender and maternal education level between maternal migrant workerand non-maternal migrant worker before their children were2years-old in middleschool students(P>0.05). There is also no significant differences in gender and maternaleducation level between different age of child when mother going out for working forthe first time, duration of maternal separation and meeting frequency during maternalseparation in middle school students(P>0.05).There are significant differences inmaternal education level between maternal migrant worker and non-maternal migrantworker in pupils(2=18.574，P=0.000). There are also significant differences inmaternal education level between different age of child when mother going out forworking for the first time and duration of maternal separation(2=18.574，P=0.000；2=25.736，P=0.000)。 In male pupils, the percentage of mothers’ working away homebefore their sons were2years-old is32.6%, and the percentage of mothers’ no workingaway home before their sons were2years-old is67.4%. The ratio in female pupils is43.0%and57.0%respectively. There are significant differences in students’ sexbetween maternal migrant worker and non-maternal migrant worker before theirchildren were2years-old in pupils(2=7.940，P=0.005). There is no significantdifferences in gender and maternal education level between different meeting frequencyduring maternal separation(P>0.05). There is also no significant differences in students’family economic level between maternal migrant worker and non-maternal migrantworker among middle and primary school students（P>0.05）.The analysis of variance showed that there are significant differences among thethree groups both in CDI scores and DAS scores. Both CDI and DAS scores of earlymaternal separation group is higher than non-early maternal separation group andcontrol group respectively. When we split the data by sex, only female studentspresented the same results. Moreover, in order to explore if cumulative duration andmeeting frequency during maternal separation moderate the effect induced by maternalseparation, we compared the CDI and DAS scores on different cumulative duration anddifferent meeting frequency respectively. The result showed that when the cumulative duration is short(one to three years), there is significant difference in CDI and DASscores among the three groups which showed the CDI and DAS scores of early maternalseparation group are higher than the other two groups. While the cumulative duration islong(more than three years), there is no significant difference among the three groups inboth CDI and DAS scores. In terms of the meeting frequency during maternalseparation, when the meeting frequency is low(once or less every year), there issignificant difference in CDI and DAS scores among the three groups, which showedthe CDI and DAS scores of early maternal separation group are higher than the othertwo groups. While the meeting frequency is high(more than once half a year), there isno significant difference among the three groups in both CDI and DAS scores.Furthermore, the same result also found in female but not in male.According to chi-square analysis, the percentage of poor academic performance isrelative high in male students, the lower family economic level, lower parentaleducation degree and mothers who have worked or were working away home both inmiddle and primary school students(P＜0.05). Moreover, the proportion of pooracademic performance is relative high in lower meeting frequency when their motherwere working outside among middle school students. The results of unconditionallogistic regression revealed that, in middle students, the influencing factors of pooracademic performance were gender(male), the meeting frequence (medium and lower)of mother and their child/children when their mother are working or have worked awayhome and fathers’education level(primary) with the odds ratio of1.698,1.991,2.170and2.864, respectively．While in primary school students, the influencing factors ofpoor academic performance were gender(male), mother’education level(primary andmiddle) and whether their mother are working or have worked away home with theodds ratio of1.440,3.356,2.754and1.447，respectively.Conclusion The ratio of child’s age of younger than2,2-5years-old and older than5gradually increased both in middle and primary school students when mother going out for working for the first time. The child’s age when mother going out for workingfor the first time in rural pupils is relatively earlier than middle school students. Thedistribution of maternal separation cumulative duration in middle and primary school issimilar. The meeting frequency of middle school students is high than pupils. Lowermaternal education level may lead the decision of mothers working away home. Thereis no influence in experience of mothers’ working away home by family economicstatus. The percentage of mothers who have worked or were working outside is high inmale students of middle schools. The percentage of mothers who have worked outsidebefore their children were2years old is high in female pupils.Maternal separationexperience have certain effects upon middle school students on depression anddysfunctional attitude. The early maternal separation may exert seriously negativeinfluence on students’ depression and dysfunctional attitude. The effects weremoderated by sex, cumulative duration and meeting frequency during maternalseparation. The common factors which influence the students’ academic performance isgender among middle and primary schools, girls’ academic performance is moreexcellent than boys’. Moreover, the students’ academic performance was influenced byfathers’ education level and the meeting frequency during maternal separation amongmiddle schools. While the students’ academic performance was affected by mothers’education level and whether their mother have the experience of working away home.The maternal separation caused by mothers who are working or have worked outsidemay influence the academic performance among middle and primary schools. |
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