Study On The Effect Of Educational Ecological Environment On The Development Of Psychological Capital Of Left-behind Children In Rural Areas

The healthy growth of left-behind children in rural areas has received widespread attention from the whole society.How to make them live more active,healthy and happy in the current educational ecological environment is a topic worthy of further study.This study uses a combination of theories and methods of ecology,psychology,and education to comprehensively and systematically analyze the psychological capital of rural left-behind children and its educational ecological environment factors.Then it discusses the relationship and function of the educational ecological environment and the development of left-behind children’s psychological capital and its corresponding characteristics.The combination of quantitative and qualitative methods is used to verify and analyze the main influencing factors of the left-behind children’s educational ecological environment.On the basis of the above research,the paper focuses on constructing the influence mechanism of the “four-factor linkage” of the development of psychological capital of left-behind children,and puts forward the theory of three-dimensional environment type of educational ecology for individual psychological capital development.The main results are as follows:1.Systematic analysis of the composition of educational ecological environment factors affecting the development of rural left-behind children’s psychological capital and its characteristicsUsing the factor theory of biology and environment in ecology,it systematically defines the composition of educational eco-environment factors that affect the development of psychological capital of left-behind children:(1)Personality traits,self-cognition,emotional experience,and coping styles in the internal environment of the individual;(2)Family socioeconomic status,family custody function,family care atmosphere,and family member communication in the family education ecological environment;(3)School hardware environment,school software environment,teacher-student relationship,and peer relationship in the school education ecological environment;(4)Community infrastructure and management in the community education ecological environment,community care atmosphere,social assistance forces,and national policy measures.At the same time,based on the analysis of the role of these constituent factors on the psychological capital of left-behind children,the research uses the limit factor law,ecological factor synthesis law and the temporal and spatial variation characteristics of ecological factors,to summarize the ecological characteristics and laws of educational ecological environment on the psychological capital of left-behind children.At the same time,this paper analyzes the effect of educational ecological environment factors and the law of limiting factors of educational ecological environment on left-behind children’s psychological capital,the relationship between ecological factors and their temporal and spatial characteristics,and then elaborate the characteristics of ecological adaptation under environmental tolerance,ecological response under environmental stress,and psychological evolution of the rural left-behind children.2.Reveal the main influencing factors of the psychological capital development of left-behind children,and put forward the different roles of the ecological environment of education at all levelsThrough questionnaires and case interviews,factor analysis,descriptive statistics,differences comparison,potential profile analysis,correlation and regression analysis,RDA impact factor ranking and other research methods were used to explore the relationship and role of left-behind children’s psychological capital and major impact factors.Through the comparison of differences,it is found that compared with non-left-behind children,rural left-behind children have lower psychological capital and the educational ecological environment is more unfavorable.Using LMRT,BLRT and Entropy and other statistical indicators to analyze the latent category of left-behind children’s psychological capital,the results show that show that 46.1% belongs to the middle psychological capital type,43.3%belong to the high psychological capital type,and 10.6% belong to the low psychological capital type,which shows that the overall level of psychological capital of left-behind children is good.In the correlation analysis,except for gender,parental marital status,number of brothers and sisters and psychological capital total scores were not significant,other impact factors were all significant.The results of step-by-step regression show that the personality traits,self-cognition,emotional experience and coping styles in the internal environment of the individual have a significant predictive effect on psychological capital,which can explain 15.4% of the variance of psychological capital variance;The family member relationship in the family environment has a significant predictive effect on psychological capital,which can explain 4.4% of the variance of psychological capital variance;school hardware,software environment satisfaction,and teacher-student relationship in school education ecological environment have significant effects on psychological capital prediction.Explain 3% of the variance of the psychological capital variance.The results of factor ranking indicate that self-awareness(0.4082),family membership(0.3711),school hardware environment(0.3293),extroversion(0.3043)and school software environment(0.2834)are key influence factors,combined with other factors.The impact factors work together.Based on qualitative and quantitative analysis,the core role of the internal environment of the individual,the guarantee role of the family education ecological environment,the compensation effect of the school education ecological environment and the protection role of the community education ecological environment are proposed.3.Constructing the "four-factor linkage" influence mechanism for the development of psychological capital of left-behind children in rural areasOn the basis of the above research,the influence mechanism of the “four-factor linkage” of the development of psychological capital of left-behind children is constructed.This paper deeply analyzes the main problems of the current low psychological capital left-behind children,and proposes the necessity of constructing the influence mechanism of“four-factor linkage”,and then expounds the connotation,characteristics,mechanism and operational principles of the impact mechanism.Focus on the operational strategy of psychological capital development,and accumulate individual mental energy by cultivating optimistic interpretation style,emotional management and taking positive behaviors;improve parent-child communication to promote harmony among family members,so to create a good family atmosphere,and improve the security function of the family environment;strengthen the school hardware environment and software environment construction,firm the teaching staff,improve the teaching quality,and give play to the educational function of campus spirit and culture to highlight the compensation value of the school environment;reinforce community construction and management,center on academic counselling and recreational activities,develop care services for left-behind children,and achieve the integration of left-behind children’s homes,schools,as well as communities in the education ecosystem to promote the function of community environmental protection.4.Propose the three-dimensional environmental type theory of educational ecology for individual psychological capital developmentOn the basis of a comprehensive and systematic analysis of the educational ecological environment of left-behind children in rural areas,the common characteristics of different educational ecological environments in the development of individual psychological capital are extracted,namely the three elements of the environment: autonomy,resources,and relationships.Taking these elements as the three dimensions of the environment,a single element forms an active type,a functional type,and a support type respectively;a combination of two pairs forms an indifferent type,a lack type,and a consumption type;the three elements have nothing or all form a bad type and perfection type.Therefore,through the combination of different dimensions,eight different environment types are formed.That is the three-dimensional environmental type theory of educational ecology in the development of individual psychological capital.Furthermore,the construction foundation,connotation,function process and construction value of three-dimensional environmental type theory are further analyzed.