A Research On Conditions And Relationships Among Beliefs Of Knowledge & Knowing, Study Motivation And Learning Strategy Of Overseas Left-behind Children In Mingxi City Of Fujian Province

Using "Middle School Students' Beliefs of Knowledge and Knowing Questionnaire", "Study Motivation Questionnaire" and "Learning Strategy Scale", this study surveyed and interviewed with 897 "overseas" left-behind children and non-left-behind children in Mingxi city of Fujian Province. The results are as follows: (1)Generally speaking, both of "overseas" left-behind children and non-left-behind children are slightly below the average level in beliefs of knowledge and knowing, study motivation and learning strategy; (2)In terms of beliefs of knowledge and knowing, "overseas" left-behind children have significant grade difference, who with different communication frequency with their guardians also have significant differences in the beliefs of knowledge value, knowledge quality and knowledge-learning attitude. However, non-left-behind children have no significant difference in beliefs of knowledge and knowing; (3) In terms of study motivation, the surface motivation of "overseas" left-behind children has great difference in gender and communication frequency with their guardians, and their deep motivation also has significant difference in grade and communication frequency with their guardians. In addition, non-left-behind children's deep motivation has significant gender differences; (4)In terms of learning strategy, "overseas" left-behind children have significant differences in gender, grade and communication frequency with their guardians while non-left-behind have significant gender differences in learning strategy, meta-cognitive strategy, cognitive strategy and sociality strategy; (5)Both of high-achievement and low-achievement groups of "overseas" left-behind children have significant differences in beliefs of knowledge and knowing, study motivation, learning strategy. The high-achievement "overseas" left-behind children and high-achievement non-left-behind children have significant differences in the beliefs of knowledge-learning attitude, knowledge quality, knowledge-learning process and deep motivation; (6)The beliefs of knowledge-learning attitude, deep motivation and surface motivation have significant forecasting effect on overseas left-behind children' learning strategy.