Research On The Relationship Between Junior Middle School Left-Behind Children's Self-Concept And Their School Adjustment

The self-concept is the core of self field which has been studied in psychology and education in recent years. A great deal of research express that the self-concept and school adjustment exist the close relativity, the aggressive self-concept will promote school adjustment. The research uses a series quantity-table to investigate 788 junior middle school children in Linchuan district of their self-concept and school adjustment, get 502 left-behind children's data, and make exchange to check the data to carry on analysis, the main conclusion is as followed:(1) There are significant differences in each dimension of self-concept except physic self-concept between left-behind children and non-left-behind children. The gone out of parents causes large effect on boy left-behind children's academic self-concept and on girl left-behind children's non-academic self-concept, it also leads to large effect on self-concept of left-behind children of grade7 and grade8.(2) Who going out of parents has different effect on left-behind children's self-concept. Boy left-behind children get significant higher scores than girl left-behind children on non-academic self-concept. Generally speaking, the self-concept of left-behind children shows a downward trend from grade7 to grade9.(3) The left-behind children get significant lower scores than non-left-behind children on learning adjustment and peer relationship. The gone out of parents has large effect on left-behind children's learning adjustment of grade7 and grade8 and peer relationship of grade8. The self-concept of left-behind children can predict learning adjustment and peer relationship effectively.