Analysis On The Cognitive Factors Of Migrant Children’s Further Studies Will

In view of the present situation that migrant children in our country are trapped in the compulsoryeducation system and the institutional entrance system, this article put forward three most importantfactors which influence migrant children’s personal development and the effect of social integration:their own learning experience, understanding of the existing education system, and expectations offuture development strategies and behavior. The author started from the migrant children’s subjectwords and chose the microscopic perspective, trying to understand and measure the migrant children’sfurther studies will, cognitive level(both ego and environmental), and perceived social support level,and to further explore the relations between them.The research is based on the migrant children’s subjective interpretation of their present and futureplanning, instead of self-identity to city identity and urban-rural identity assumption, aimed tounderstand the psychological and social adaptability of the migrant children. In research methods, thisstudy adopts both quantitative research and qualitative research method, to obtain more rich researchmaterial. Measuring tools of quantitative study include: self cognition and behavior choicequestionnaire, the Tennessee self-concept scale and perceived social support scale (PSSS). Qualitativedata were collected by semi-structured interviews.Through the investigation of Beijing city public school and migrant junior high school,259effective questionnaires were obtained. The key findings are as follows:1, Most migrant children willpursue academic achievement as their own ideal choices. And they have the same "University dream".The new generation of migrant children hopes to be rooted in city, with obvious intention of urbanintegration.2, Learnning effort of migrant children is affected by their ideal and academic performance.However, the difference has nothing to do with the type for migrant children school.3, Migrantchildren’s self cognition is affected by their academic performance. However, the difference has nothingto do with the type for migrant children school.4, Difference of self cognition between two types formigrant children school is mainly embodied in the expectation of "ideal" achievement. Compared withthe local children, the migrant children thought their ideal was more difficult to realize. The ideal highschool expectations ranked from high to low: local children in public school, migrant children in publicschool, and migrant children in migrant school5, Migrant children’s self-awareness has an importanteffect on the behavior.6, Confirmed within the migrant children, there is a "disadvantaged-pressure-bad adaptation" type and a "disadvantaged, mental flexibility, fine" type of individual coping mode.7,There is no obvious PSSS difference between migrant children in migrant school and local publicschool, but migrant children in migrant schools is lower than the migrant children in public school.