Relationship Between Maternal Parenting Style Rural Children Left Behind, Academic Self-efficacy And Academic Achievement

Left-behind children is a special and widespread problem existing in China’s social development. Many children left behind long separated from their parents, lack of parental care, which will generate a lot of negative impact upon the growth of children left behind. Together with previous studies, the children left behind in safety, and other aspects of learning, there are many psychological and behavioral problems that left-behind children will live as well as negative impact on learning.Children Left in general compulsory education, the academic performance of their ability in the learning phase, but also their future road leading to one of the bridge, so the study of factors that influence academic achievement of children left behind, to help them improve their academic performance, this study is It is one of the key.Parenting Style is an important subject of research psychologists has been, from the beginning of the 1940s, psychologists began to study on parental rearing of children to grow produce. Among them, the influence of parental rearing styles of children’s academic performance has been extensively studied scholars. Over the years, family education on the issue of children left behind there have been many negative reports, these frequent problems caused by reflection of society, but also to push the issue of children left behind family upbringing way to the front of researchers. Among them, the children left behind are often raised by single mothers or grandparents raising so mothers rearing children left behind more worthy of further exploration.Academic self-efficacy based on Bandura’s self-efficacy theory put forward. Specifically, the academic self-efficacy refers to the self-efficacy theory in learning, learners on their own ability to complete the task of learning a belief, is whether they can learn to control one kind of judgment and subjective feelings.In summary, the present study was designed to further investigate the relationship between left-behind children Parenting way, academic self-efficacy and academic performance between the three, and whether the impact of academic research by the first two, if influential, it is how affected.Although one or two student test scores and do not represent all students learning ability, but also has some convincing, so Due to limitations of this study, the children left behind midterms and final exams of language, mathematics as academic achievement levels quantitative indicators. Then do data analysis to explore the relationship between the three.The object of study is the left-behind children in rural areas of Hubei Province, Wuhan and Jingzhou grades 3-6 schools in rural areas, the use of questionnaires on Left Children Parenting Information, academic self-efficacy and academic status of the investigation. After analyzing the data obtained the following conclusions:(1) left-behind children Parenting is a clear difference in the way in which warmth and understanding parenting styles more common.(2) the current academic self-efficacy of children left behind did not reach the middle level, it is still at a low level.(3) Rural Children Parenting Pattern in grade there are significant differences, differences focused on grades four and five and six two grades, where fourth-graders mother rearing better.(4) Parenting mode warmth and understanding, and severely punish refusal to deny three ways geographically there is a significant difference. Among them, the students relatively Jingzhou, Wuhan student’s mother often used for more severe punishment and refused to deny rearing, using less warmth and understanding rearing.(5) Mother warmth and understanding, preferences and refused to deny parenting styles and academic performance showed a significant correlation. Wherein the mother warmth and understanding parenting styles and academic achievement was a significant positive correlation; mothers prefer to deny and reject parenting styles and academic achievement was a significant negative correlation.(6) Mother warmth and understanding parenting styles could significantly predict academic performance positive mothers prefer rearing is significantly negatively predict academic performance. The use of children left behind mother emotional warmth and understanding Parenting Styles, Academic Achievement will be relatively high; children left behind if the mother refused to deny the use of preferences and ways of parenting, academic achievement will be relatively low.(7) Rural Children academic self-efficacy can predict academic performance significantly positive, that is, if students have higher academic self-efficacy, tend to get better grades.(8) Rural Children Parenting mode, warmth and understanding and favoritism two dimensions can significantly predict academic self-efficacy. Where warmth and understanding is positively predicted preference rearing is negatively predicted.(9) Parenting Styles mothers prefer this factor and academic self-efficacy can predict academic performance together. In favor rearing mother, the child’s academic self-efficacy generally low academic performance is relatively poor.