A Study On Stigma Characteristics Of Left-behind Children By Normal Students

At present,there are more and more investigations on left-behind children.Most studies focus on the physical and mental development and social security issues of left-behind children.However,researches on the status of left-behind children’s stigma are still in their infancy and are limited to asking questions at a shallow level.This study explores related issues at multiple levels.Normal students,as an important force in the future education,analyzes their impression on left-behind children,which is in line with China’s current situation of attaching importance to the education of left-behind children and can provide ideas for eliminating possible discrimination and prejudice against left-behind children.Therefore,this study takes normal students as the research object,explores the attitudes of normal students towards left-behind children through different levels,and makes corresponding suggestions.In this study,questionnaires,implicit tests and event-related potential technology(ERP)were used to explore the attitudes of normal students to left-behind children and their cognitive neural mechanisms from different levels.Study 1 compiles the "Left-behind Children’s Stigma semantic differential Scales" according to a systematic questionnaire compilation method,and provides reference research tools for follow-up research.Study 2 A total of 836 questionnaires were distributed to explore the status of teacher students’ explicit stigma on left-behind children and characteristics,from the three dimensions of cognitive evaluation,emotional experience,and behavioral response,and further compare the apparent stigma differences between left-behind children of normal students and non-normal students;study 3 selected 68 college students(normal(34 normal students,34 non-normal students),using single-class implicit association test(SC-IAT)to investigate whether they have implicit stigma and characteristics of left-behind children,and further contrasts between normal students and non-normal students.Implicit stigma characteristics of left-behind children;Study 4 selected 30 subjects(15 normal students and 15 non-normal students),and adopted two kinds of initiation tasks:sub-threshold and sub-threshold,explore the stigma characteristics of left-behindchildren and their neural processing from the perspective of normal students.Draw the following conclusions:First,the "Stigma of Left-behind Children’s Stigma Semantic Differences" has good reliability and validity,which can be used to investigate the status of stigma of left-behind children by college students.Second,the apparent stigma of left-behind children by college students is at a medium level.The stigma of left-behind children by normal students is significantly lower than that of non-normal students.The stigma of left-behind children by college students with left-behind experience is significantly lower than that of college students without left-behind experience.Third,the undergraduate group has an implicit stigma on left-behind children,but there is no significant difference in the degree of implicit stigma between normal students and non-normal students.Fourth,in the above-threshold priming task,it was found that when priming words were left behind,the average amplitude of N400 induced by positive words was significantly larger than that of negative words.However,when the prime words were common,there was no significant difference in the average amplitude of N400 induced by positive words and negative words,indicating that both normal university students and non-normal university students had a stigma against left-behind children.However,no inter-group difference of N400 amplitude was found in the above and below threshold initiation tasks,indicating that there was no difference in the degree of stigma of left-behind children between normal students and non-normal students.In summary,normal students may have a certain implicit stigma on left-behind children,but due to social appropriation effects,there may be no explicit stigma.In addition,normal students’ apparent stigma to left-behind children is significantly lower than non-normal students,but there may be no difference in the degree of implicit stigma.The above results are helpful for understanding the explicit and implicit attitudes of normal students towards left-behind children and their cognitive neural mechanisms,as well as providing references for future research.