The Influence Of Perceived School Climate On Academic Achievement Among Left-behind Children: The Mediating Effect Of Approaches To Learning

Approaches to learning is the non-cognitive psychological characteristic that the individual forms,develops and ultimately influences the learning outcome in the learning process.For left-behind children in rural areas,the left-behind situation,the psychological social environment of the school and the psychological characteristics of children themselves will affect their academic achievements.This study analyzed the survey data of 323 rural left-behind children in grade 5 and grade 6,and they came from 11 primary schools in Yongan city,Jianou city and Nanjing county,Fujian province.This paper studies the reliability and validity of the questionnaire on approaches to learning for primary school students,analyzes the status quo of the approaches to learning of left-behind children and the difference of approaches to learning between different left-behind students.On the basis of this,the mediating model of approaches to learning was investigated,and the mediating effect of approaches to learning on the academic achievement of left-behind children was analyzed.The results showed that:(1)The students approaches to learning questionnaire contains includes interest in learning,academic performance,adhere to the four dimensions and autonomy,a total of 22 questions,second order single factor model fitting is good,and between the academic self rating validity between 0.30 to 0.48;Cronbach's Alpha coefficient is 0.92,and the reliability coefficient of each dimension is between 0.74-0.84.All the indexes of the questionnaire reliability have reached the basic requirements of psychometrics.(2)There is no significant difference between scores of left-behind children and non-left-behind children in approaches to learning,and left-behind girls are significantly better than left-behind boys.The parents were exposed to education degree,occupation,parental leave mode,and the type of guardianship had no significant influence on the approaches to learning of left-behind children.The parent-child communication and communication between parents and left-behind children,the daily care of guardians and academic supervision are significantly related to the approaches to learning of leftbehind children.(3)The way in which perceived school climate influences academic achievement is different from that of left-behind.The influence of perceived school climate on the academic achievement of left-behind children is realized through the complete mediating effect of approaches to learning;For non-left-behind children,perceived school climate not only indirectly influences academic achievement through approaches to learning,but also has a direct impact on academic achievement.