The Relationships Of Developmental Assets, Academic Self-Efficiency And Study Engagement:The Compare Of Migrant Children And Non-Migrant Children

Recently, along with the popular of Positive Youth Development, researches have started to pay attention to individual's positive development. As a form of positive development outcomes, study engagement refers to a positive, energetic statement in study activities. Previous researches had confirmed that, developmental assets could positive predict youth study engagement. In addition, for different students groups, the most predictive asset to their thriving outcomes is different. So, it's critical to distinguish the most predictive assets for different students groups. Some findings suggested that developmental assets have both directive and indirective effect to youth study engagement. But the acting mechanism between them still needs to explore further.A total of 481 children were recruited from three elementary school in Jinan, China, including 180 migrant children and 301 non-migrant children. The participant completed self-report measures of the Chinese version Developmental Asserts Profiles(DAP), Elementary School Students' Learning Self-efficacy Scale( ESSLS) and Utrecht Work Engagement Scale-student( UWES-S). SPSS 17.0 and AMOS 19.0 were conducted to data analysis.The main conclusions are as follows:1. There were significant gender differences on higher grade primary school students' developmental assets and study engagement, girls reported higher scores than boys on both of the two; there were significant grade differences on higher grade primary school students' developmental assets and academic self-efficiency, Grade 6 reported higher scores than Grade 5 on both of the two; there was no significant gender difference on higher grade primary school students' academic self-efficiency; there was no significant grade difference on study engagement; there was no significant type difference on developmental assets, academic self-efficiency and study engagement.2. Higher grade primary school students' Developmental assets, academic self-efficiency and study engagement had significant positive relationships with each other.3. Under the background of China, the cumulative impact of developmental assets on study engagement was approved.4. According to the regression analysis, for the migrant children, social ability had the largest predictive power to their study engagement; for the non-migrant children, positive values, boundary-and-expectation, and personal identity seemed especially important to their study engagement.5. Academic self-efficiency could fully mediate the relationship between developmental assets and study engagement, and this mediation model has no significant difference between migrant children and non-migrant children.