A Study On Influencing Factors Of Subjective Well-being Of Left-behind Children In Xiangxi Minorities And Its Education Implications

Along with the further encouragement of our country reform and open, thedevelopment of productivity and the quickening of urbanization, a large number ofrural surplus labor force push into the city. They make great contribution for thecity’s construction, but at the same time bring a series of social problems. However,because of our country two yuan social structure system in urban and rural areas andits economic condition restrict, migrant workers are unable to resolve the problemsof their children living, studying and so on in the city when they go into the city towork. Thus, the long period area division between migrant workers and theirchildren is formed, which produces the left-behind children and a series of problemstriggered by the left-behind children. Due to lack of long-term home care, their life,learning and physical and mental developments have been severely affected. Thiseffect is that not only their actual quality of life decreases but also probably theirsubjective well-being level reduces. As the further builders of the motherland,especially the left-behind children in middle school stage are in the key period ofgrowth. And completely and effectively knowing about their subjective well-beingand its influence factors, and implementing necessary interventions with targetedaims will help improve the quality of life of left-behind children in junior highschool, and at the same time as for helping the local government to solve thepractical problems of the migrant workers, and achieving the construction of aharmonious rural area and the goal of harmonious society, it has certain practicalsignificance.This study randomly selected12classes from the senor grade one and two ofthree schools in Xiangxi minority nationality regions and the efficient participantsare578persons. The author adopts the adolescent life satisfaction scale, happinessscale, peer relation questionnaire, value questionnaire and self-compiled childrenbasic information questionnaire in this research. Independent samples T test,one-way ANOVA, correlation analysis and regression analysis are adopted toanalyze the data. The results are as follows:1. The overall subjective well-being level of left-behind children and no-left-behind children shows a moderate degree.2. Compared with the subjective well-being of no-left-behind children, that ofleft-behind children has significant differences in school and environmentsatisfaction, left-behind children gets fewer scores than no-left-behind children’s.There are not significant differences in their life satisfaction, and positive andnegative emotion.3. Compared with no-left-behind children, sex is the external influence factor ofthe left-behind children’s life satisfaction and positive emotion.4. Peer relation is the external influence factor of the left-behind children’s lifesatisfaction and positive and negative emotion. Values are the internal influencefactors of the left-behind children’s positive emotion.The peer relationship is the influence factor of the left-behind children’s lifesatisfaction. The values and peer relationship is the influence factor of theleft-behind children’s positive emotion. The peer relationship is the influence factorof the left-behind children’s negative emotion.According to the research conclusion above, the author puts forwardcorresponding educational enlightenment and proposal and provides the theory basisfor the decision making of the local government, education authorities andcommunity...