The Relationships Among The Resilience, Core Self-evaluation And Subjective Well-being Of Left-behind Middle School Students In Rural And Its Corresponding Countermeasures

Left-behind children in rural area is a particular group emerged during China’s urbanization. Throughthe literature review, we can find that most scholars take their attention to the left-behind children on thenegative side, most of them think the children，s mental health were so badly. Researchers may have theirviews imposed on the subjects in the process of the study, so the research results do not conform to theobjective reality. The results of the survey are what the researchers expected if the researchers have taken itfor granted that the left-behind children in rural have serious mental health problems. Therefore, we mustanalyze the psychological condition of the left-behind children in rural objectively to be able to recognizeand solve the problem.To explore left-behind middle school students’ resilience, core self-evaluation and subjectivewell-being in rural area, furthermore, to explore the relationships among left-at-home students’ resilience,core self-evaluation and subjective well-being in rural area,700junior school students from Grade1toGrade3from Pingdingshan, Zhumadian and Kaifeng are investigated with Scales of Ego-resiliency, CoreSelf-evaluation and Subjective Well-being,411of them are left-behind junior middle school students and190are non-left-behind junior middle school students. After then, we use SPSS17.0software for dateanalysis. The methods involve descriptive statistic analysis, variance analysis, T Test, correlation analysisand regression analysis and other statistical methods. The research concludes as follows:First, there is no difference between the left-behind middle school rural students and thenon-left-behind students in rural on the core self-evaluation, ego-resiliency and subjective well-being.Second, there is no significant differences between different gender left-behind junior middle schoolstudents in rural on core self-evaluation, resilience, positive affection and negative affection, and the boys’life satisfaction level is higher than the girls’; different grades left-behind junior middle school students inrural have differences on core self-evaluation and life satisfaction level, and they don’t have differences inmental resilience, positive affection, and negative affection; the left-behind junior middle school students inrural have significant differences on life satisfaction level due to their parents going out and engaging in different jobs, and there are no differences on the core self-evaluation, ego-resiliency, positive affectionand negative affection.Third, the left-behind middle school students’ in rural resilience are significantly correlated with theircore self-evaluation, and the resilience can significantly predict the core self-evaluation; the left-behindmiddle school students’ in rural core self-evaluation are significantly correlated with their subjectivewell-being level, and the core self-evaluation can significantly predict subjective well-being level.Fourth, the core self-evaluation of the left-behind middle school students in rural plays an entirelymediating role between resilience and life satisfaction, and plays a partially mediating role betweenego-resiliency and positive affection, and plays an entirely mediating role between ego-resiliency andnegative affection.