Research On Social Support And School Adjustment Of Left-behind Children In Rural China

Judging from the current social background of left-behind children,there are a large number of left-behind children in rural areas in China.The problem of school adjustment is not only related to education,it can also be included in the scope of solving social problems.Schools are important places for left-behind children to study and live.The school adjustment of left-behind children in rural areas is a realistic issue that can not be ignored in rural education under the background of current social change.Commitment to improving school adjustment and support itself can be seen as a pragmatic work in the context of the possible long-term existence of left-behind children with large-scale.Although the school adjustment of left-behind children has aroused the concern and reflection of many scholars and educators,However,the relevant research focuses on the status quo survey and problem description.There are few studies on how to promote the school adjustment of left-behind children through social support.It is of great value to carry out research on school adjustment and social support of left-behind children in rural areas.Empirical research was carried out on the theme of school adjustment and social support for left-behind children.Through the combination of qualitative research and quantitative research,research design is carried out.This study divides school adjustment into learning adjustment,relationship adjustment and behavioral adjustment,and social support into four dimensions: government support,school support,family support and community support.In view of the relevant dimensions of school adjustment and social support for left-behind children,the interviewees were selected to conduct live interviews.Based on the existing research and interviews,this research designs the evaluation indicators of school adjustment and its social support.Through pre-investigation and measurement,screen the indicators,and form formal questionnaires.The major provinces of population and migrant workers(Henan Province)were selected as the research provinces.Taking counties with large numbersof left-behind children as sampling areas.The questionnaire survey was conducted among rural students from fourth grade of primary school to grade three in junior middle school.7289 valid questionnaires were collected from formal survey,of which4072 were left-behind children,accounting for 55.9%.Based on empirical research,descriptive statistics,correlation analysis,regression analysis and other statistical analysis methods were used to analyze the status quo of school adjustment and social support of left-behind children.The main characteristics of the present situation are as follows:Firstly,in terms of school adjustment,left-behind children lack interest in learning and enthusiasm to participate in activities.New fear,trust and tension are the main psychological factors affecting the school adjustment of left-behind children.The higher educational level of caregivers,frequency of contact with parents and grade of left-behind children,the better the left-behind children's learning adjustment,behavior adjustment and relationship adjustment.Secondly,in terms of social support,the local government still lacks in family condolences,educational condolences and guidance,and propaganda of policies and measure for left-behind children.Boarding schools have advantages in peer assistance.The school's assistance in solving students' problems is insufficient.There are many deficiencies in facilities construction,life support,and other aspects in the community.The higher the educational level of caregivers and the frequency of contact with parents,the better the family support of Left-behind children.On the basis of clarifying the status quo of school adjustment and social support for left-behind children,Based on literature review,research hypothesis and hypothesis model are put forward.With the help of Mplus 7 software,this paper explores the effect of social support on school adjustment of left-behind children by using structural equation model analysis.This study found that: behavioral adjustment is the mediator variable of relationship adjustment affecting learning adjustment.Government support has a direct positive effect on relationship adjustment.Relational adjustment and learning adjustment are the direct grasp of school support affecting school adjustment.Relational adjustment and behavioral adjustment are the direct focus of family support affecting school adjustment.Community support can have a direct impact on relationship adjustment and behavioral adjustment.Moreover,community is the link of the interaction among government,family and school support.Based on the status quo of school adjustment and social support and the impact of social support on school adjustment,this paper attempts to analyze the dilemma and path of social support for left-behind children's school adjustment.The main social support dilemmas are as follows:firstly,the psychological state of left-behind children is poor.secondly,learning and behavioral adaptation have "multifaceted complexity" and relationship adaptation is poor.;thirdly,detailed implementation measures of local government assistance need detailed planning and consideration;fourthly,school administrative support and peer support is ineffective,and teacher support lack of fairness;fifthly,weak psychological and learning support is the main dilemma of family support;sixthly,the community education resources are insufficient and the support system is not yet sound.In order to solve the dilemma of social support,the optimization of social support path should pay attention to the following aspects:Firstly,to solve the problem of school adjustment,it is urgent to pay attention to the "type of left behind".Secondly,family support should pay attention to psychological care.Thirdly,the government,schools,families and communities should work together to guide the development of interpersonal relationships.Fourthly,teacher support should focus on learning guidance and support.Fifthly,family support and community support can play the role of behavior guidance.Taking theoretical analysis as the entry point,the research seek the construction principle.According to the principles of construction,combined with the results of dataanalysis,the idea of construction is formed: social support dilemma is the background of social support system construction,social support path is the reference point of social support system construction,and social support system design is the foothold of social system construction.According on the construction basis,which includes construction principles and ideas,this paper designs a social support system for school adjustment of left-behind children.Its structural framework is "government support as the leader,school support as the main promoter,family support as the assistant,and community support as connector".In the aspect of government guidance,we should strengthen top-level drive and build a guiding institutional environment.In the aspect of school promotion,we should focus on social interaction and learning,and build a caring school support environment.In the aspect of family assistance,we should pay attention to the guidance of behavior and relationship,and create a family education environment for reclaim.In terms of community cohesion,should integrate social forces and optimize the education supporting environment of community.