The Impacts Of Parent's Migration On Left-behind Children's Study Achievements In Rural China

With the development of our country's economic level and urbanization, large-scale migration which is cross the regions and between cities and countries. While floating population continues to increase in size, a series of problems occur at the export place, as a result of the dual society structure, many egresses labors can't solve the children entering into cities continue their studies, but helplessly keep the children in the countryside, which has formed new weak community -"Children Left Behind".In recent years, Children Left Behind has attracted more and more attentions.The current researches have involved various aspects like the total number of left-behind children, their educational conditions, social communications, moral characters, psychological health, etc. as the concerns and academic researches on left-behind children increased, there have formed three main opinions on the impacts of parent's migration on left-behind children's study achievements: no significant impacts, negative impacts and limited impacts. By methodology, most of the current researches have utilized contingency table simply to exploit the correlation between parent's migration and left-behind children's study achievements, which does not control other factors which might have impacts on study achievements. Meanwhile, the measurement indices of study achievements are usually the objective assessment by the students themselves; rare researches have adopted the actual study scores. This thesis utilized the multi-regression to analyze whether parent's migration impacts left-behind children's study or not, with the investigation data of 2,717 pupils and junior middle-school students from the five townships in two counties, Sichuan provinces.The results of the multi-regression are as follows, in general, parent's migration does not have significant impacts on left-behind children's study achievements; by educational stage, parent's migration still does not have significant impacts on junior middle-school students, but does have significant impacts on pupils,especially on the pupils' chinese study achievements. The types of left-behind children's supervisor do not affect their study achievements significantly. Besides, the research also indicates that the study achievements are mainly attributed to the children themselves'personal characteristics, the study capacity, for example, educational expectation, study emotions, and so on. Meanwhile, their study achievements also have been affected by the nurturing and cultivating modes, parent's expectation, children'age and their health conditions, lodgings way, pocket money, the supervisors'occupation, teachers'concerns, and so on.In the scope investigated, we found the negative influence on children's study achievements by their parents'migration was not so serious, which refute the traditional position.