| The left-behind junior high school students refer to the junior high school students whose parents or one of them go out to work and leave their children in their hometown for six months or more.School is the main place for students' activities and learning,and it is also the same for left-behind junior high school students in poor areas.After their parents go out to work,most left-behind junior high school students will choose to live in school,and the school plays an important role in satisfying their sense of belonging.The satisfaction of school sense of belonging can make the left-behind junior high school students,get more interaction between teachers and students and satisfied peer relationship,which is beneficial to the improvement of academic achievement.The purpose of this study is to understand the current situation of perceiving social support,interpersonal trust and school Sense Of belonging of left-behind junior high school students in poor areas,and to provide suggestions for improving perceiving social support and interpersonal trust,furthermore,to improve school sense of belonging and quality of life in school.The study is divided into two parts.Stage 1 selected suitable research tools to investigate and analyzed the perceiving social support,interpersonal trust and school Sense Of belonging of the left-behind junior middle school students in Luquan Xiuping Middle School and Suojia Middle School in Luquan District,Guizhou Province.Among them,total are 315 left-behind junior high school students,123 students of them are in seventh grade,104 in eighth grade and 88 in ninth grade,126non-left-behind junior high school students were selected as contrast and compare according to the principle of adaptation.Stage 2 designed structured interviews which is based on the problems of stage 1,conducted in-depth interviews within 24left-behind junior high school students in poor areas,and organized the interview results according to the topic.The conclusions of this study are as follows:1.The perceived social support of left-behind junior high school students in poor areas is in a higher level,among them,family support > other support > friend support.Among different schools,family income,upbringing styles,parental absences,frequency of contact with parents,academic achievement,boarding or day study,and total scores of parents' professional status and perceived social support or perceived social support,there are significant differences in one or more dimensions.There wasno significant difference in gender and grade between the total scores of perceived social support and each dimension.2.The interpersonal trust of left-behind junior high school students in poor areas is at the middle level,and the level of interpersonal trust is not high.There was no significant difference between different schools,upbringing styles,gender,grade and interpersonal trust.3.The sense of school belonging of left-behind junior high school students in poor areas is at a higher level,and the dimensions are:Relationship with classmates>recognition of school > collective atmosphere > emotional satisfaction of school >relationship with teachers.It exists significant difference between total scores or dimensions of school sense of belonging and different grades,nationalities,family income,contact frequency,academic achievement and parents' health status.There was no significant difference in school and gender.4.Non-left-behind junior high school students and left-behind junior high school students in poor areas.There are significant differences in perceived family support dimension,non-left-behind junior high school students got higher scores than left-behind junior high school students;There is no significant difference between non-left-behind junior high school students and left-behind junior high school students in interpersonal trust.There are significant differences between non-left-behind junior high school students and left-behind junior high school students in school identity,relationship with classmates,collective atmosphere and school sense of belonging,and the scores of left-behind junior high school students is lower than that of non-left-behind junior high school students.5.There are pairwise correlation between perceived social support,interpersonal trust and school belonging in poor areas.Perceived social support and interpersonal trust can explain 45.4% of school sense of belonging.6.The total scores of interpersonal trust of left-behind junior high school students in poor areas have some intermediary function between the total scores of perceived social support and the total scores of school sense of belonging;The total scores of interpersonal trust have some mediating effect on understanding some sub-dimensions of social support and some sub-dimensions of school sense of belonging. |
PDF Full Text Request