The Resilience And Adaptive Research On The Children Left Behind

The children left behind is the product of social transformation in China, stayinghealthy development of children is related to the development of rural education, toChina’s future social, political, economic development and social stability. Due to theabsence of parents and family education, children left behind will have psychological,behavioral, learning problems. With further research and new discovery, researchperspective transfers from a focus on the plight of children left behind to seekprotective factor to explore the individual characteristics and external resources inorder to resist the impact of adverse factors conducive to the mental health of childrenleft behind, so the resilience study became the new trend of left-behind children study.The propose of the resilience of the Children left behind is based on the fact of thegood adaptation of the children. However,the resilience is usually used as outcomevariables to explore the relationship between resilience and other relatedvariables,ignoring the relationship of resilience and adaptation.So this study attemptsto explore the relation between resilience and adaptability for the children left behindas the research object.In this study, by using the adolescent resilience scale made by Hu Yueqin, GANYiqun (2008) and adolescent mental adaptability scale (Adolescence PsychologicalAdaptability Scale, ARAS) made by Chen huichang (1995), in Hubei Province200children left behind in Tujia Autonomous County conducted a questionnaire survey toexplore the differences between the two variables of gender, grade, parents are out life,and to analyze the relationship between resilience and adaptability. The mainconclusions are as follows:1.The resilience of the children left behind are between3.1093±.42210,adaptability are between2.9099±.38021.Their scores are low and have a biggap.That is to say between the resilience and adaptability of a lower level of children left behind large internal differences. Children left behind’s resilience and adaptabilitylevel needs to be strengthened.2.the resilience of the children left behind have no significant differences in thegender variable (P>0.05), girls score slightly higher than boys. Interpersonal assistfactor(P<0.05) and positive cognitive factor (P <0.01) have significant differences inthe gender variable. The adaptability of children left behind in the gender variable haveno significant difference (P>0.05), girls score slightly higher than boys. Theadaptability of each factor in the gender variable was not significant (P>0.05).3.the resilience of the children left behind is significantly different in the gradevariable (P <0.01), the highest level of resilience is in the middle grade, followed byhigh grades, the lowest level is in the lower grades. Interpersonal assistance factor (P<0.05) and emotional control factor (P <0.05) have significant difference in the grade.The adaptability of children left behind has a significant difference in the year variable(P<0.01), middle grade students have the highest level of resilience, high gradefollowed, then,the lowest level is lower grades. Adaptability factors, the factor ofphysical and sports competitions to adapt (P<0.01) and the factor of learning anxietyenvironment to adapt (P<0.01) are significant in the grade variable.4.children left behind’s resilience have significant difference in the years ofparents go out (P<0.05), the children left behind whose the parents go out in1-3yearshave the highest level of resilience, going3-5Ching-wen of the parents go out to thelowest level within one year. Interpersonal assistance resilience factor (P<0.01) andfamily support factor (P<0.05) have significant differences in the variables of years ofparents are out. The adaptability of children left behind has a significant difference inthe year of variables the parents go out to (P<0.05), the children left behind whoseparents go out to1-3years have the highest level of resilience, the next is whoseparents go out in3-5years. The adaptability of each factor, the Strange Situationadaptation factor (P <0.01),the learning context and learning anxiety environmentadaption factors (P <0.01) have differences in the variables of years of parents are out. 5.There is a significant level of positive correlation (P<0.01) between theresilience and adaptability as well as resilience factors and adaptability factors.6.Resilience significantly and positively predict adaptability.42.3%of thevariation of adaptability score can be explained by resilience.7.With the goal focused, interpersonal assistance, positive perception and familysupport five variables to establish a multivariate regression model to predict theadaptive level, the regression model is significant, F (5,175)=26.478, P <0.001, R2=0.419,41.9%of the variability of resilience score can be explained by the five factorsof the resilience,interpersonal collaboration has the highest predictive power.