The Relationship Between Attachment And Behavioral Adjustment For High School Students With Left-behind Experience

With the rapid development of economy and the continuous advancement of urbanization,due to the rural labor entering the city,a large number of rural children have experienced left-behind at a certain period of growth.A large number of studies have shown that left-behind experience can adversely affect adolescents' school behavior adjustment.Attachment is a connection between individual and important people.The quality of attachment may be affected by the left-behind experience,which may affect the behavior adjustment.This study focuses on the characteristics of attachment of senior high school students and the influence on behavioral adjustment.High school students who's father or mother went out as migrant worker at least two years were selected as high school students with left-behind experience in this study.A total of 22 high school students with left-behind experience in one city in south Henan province were interviewed in study 1.The results were as follows:(1)Due to the shorter time and low frequency of communication with parents,or excessive parental reprimands and control in parent-child interactions during being left-behind,the quality of parent-child attachment would be seriously affected,which in turn will affect students' habits of learning.These factors hindered the development of children's learning interests and school adjustment.The lack of parent-child communication could lead to children's lack of self-examination of the consequences of their own mischief,and affect the development of children's impulse control which helped avoid greater offensiveness.And some students would have more class violations during being left-behind.The lack of demonstrations and guidance from parents had influenced the learning and development of social skills,and has tended to retreat and evade in communication,with fears and low self-esteem.(2)Few students who's parents attach importance to communication had the higher quality of parent-child attachment and had the better development.In addition,good peer relationships and teacher-student relationships could improve the behavior adjustment of left-behind students.But few students could obtain the enough teacher support.A total of 715 high school students with left-behind experience and 211 high school students with no left-behind experience in one city in south Henan province were tested in study 2.The characteristics of attachment and behavioral adjustment and the influence of attachment on behavioral adjustment were analyzed.The results were as follows:(1)high school students with left-behind experience remained lower scores of attachment of mother and father than those of non-left-behind high school student,and they had the higher score of behavior shrank than those of high school student non-left-behind.(2)Boys with left-behind experience had the higher score in communication with father than girls,and girls were better than boys in peer communication and peer trust.Sophomore was better than freshman at peer trust and peer alienation.(3)Mother attachment had negative predictive effects on learning maladjustment,aggressive behavior and disciplinary behavior.Father attachment had a negative predictive effect on aggression and withdrawal,and peer attachment had a negative predictive effect on discipline violations and withdrawal.The conclusions were as follows:(1)For most of the high school students with left-behind experience,because of shorter time and low frequency of communication with parents,or excessive parental reprimands and control in parent-child interactions during being left-behind,the quality of parent-child attachment would be seriously affected.More learning maladjustment and discipline violation issues may show more behavioral adjustment problems such as aggressiveness and social withdrawal.High-quality parent-child attachment and good teacher-student support could improve the behavioral adjustment of left-behind students.However,there ere not many students who can obtain good teacher-student support among high school students with left-behind experience.(2)Compared with high school students with no left-behind experience,high school students with left-behind experience had lower attachment to their mothers and fathers,and they had more withdraw behaviors.Among the factors that affect behavioral problems,high-quality maternal attachment was most helpful in reducing behavioral maladjustment;while good father attachment and peer attachment could help reduce withdrawal,while helping to reduce aggressive behavior and disciplinary behavior.