Relationship Between Parenting Children Left Behind In Rural Junior Middle Way, Academic Self-concept And Academic Achievement

With the rapid economic development of Chinese society, the children left behind gradually formed a large social group, in the education of their families, the presence of both parents or at least one of the missing. The view from the results of previous studies is that, there is great difference between the left-behind children and the non left-behind children in learning, psychological and behavioral aspect, these may have some impact on their life and the school learning. In this study, there are rearing styles from mothers, academic self-concept and academic achievement, through much analysis, investigations and interviews, in order to get some difference on family rearing styles from mothers and academic self-concept between the left-behind children and the non left-behind children, while further analysis both the impact on student achievement. In this study, the left-behind children and non-left-behind children complete questionnaires in the same external conditions, through comparative analysis, parenting styles from mothers change into five refinement factors, which have more specific mapping on rearing styles.From the education of rural children, family rearing styles has been its most fundamental and most original entry point, full attention to study and solve the problem of children rearing styles, has been the focus of the direction of the subject, guiding children to form a positive self-concept is mark of school and family education directed. For the object of the study subjects at the junior secondary level, academic self-concept is gradually taking shape.Self-concept is a very important aspect of the socialization children, that is a goal of school and family education, children form a positive self-concept.Previous studies have shown that academic self-concept can lead to consistent or self-supporting expectations, and students tend to use can result in such expectations are realized behavior, thus self-concept plays a role of prophecy self-fulfilling. So the research about academic self-concept and academic achievement is also a focus.Although scores not fully reflect the students learning, with limited conditions, this article is still using the final examination of the junior high school stage as the quantitative factors of the academic level to analyze effect between the rearing styles from mother, academic self-concept and achievement.In my paper, select three grade student of Hao Town junior high school in Gaoping City, Shanxi Province as the study object, used questionnaires, interviews, observation, then carried out a detailed investigation and a longer period of observation interviews. In this paper, include these conclusions:1. Non-left-behind children’s mother than the mother of the children left behind has more positive way of bringing, non-left-behind children’s academic self-concept scores and academic achievement was significantly higher than the left-behind children.2. Children left behind with respect to the girls, the mother of the boys take more negative parenting style; girls in learn self-concept and score was significantly higher than boys.3. The left-behind children grade differences in rearing styles from mothers and academic self-concept.4. Positive mothers rearing styles can affect children left behind to form a better learning self-concept and achieve better academic performance;negative ones bring the opposite.5. Academic self-concept mediating effect in the relationship between mother rearing styles and academic achievement. Rearing styles from mothers affects the academic performance of children left behind through academic self-concept.