Study On The Differences In Academic Achievements Between Left-behind Children And Non-left-behind Children And Its Influencing Factors

In the context of rural labor transfer,a group of left-behind children has emerged.Due to the long-term separation of parents and children,left-behind children have a series of problems that have caused widespread concern.Among them,the education problem of left-behind children is the earliest and most important content of academic research.Education is an important channel for the bottom group to achieve class rise.The dropout rate of left-behind children is higher,the proportion of key schools is lower,and the educational opportunities of left-behind children are low.And the quality of education is not satisfactory,and the education situation of left-behind children in rural areas is not optimistic.The questions that the article needs to solve are: First: Does the left-behind experience caused by parents going out to work affect the academic performance of left-behind children? Second: Is there any difference in the academic performance between left-behind children and non-left-behind children? If so,the reasons for the differences may be What is it? Third: Does the emotional support from important parents such as parents,teachers,and peers promote the improvement of left-behind children's academic performance?The article takes the emotional support of the important children of left-behind children as the starting point,and uses 808 fifth-grade students from five primary schools in JT County as the research object to study the academic achievements of left-behind children through the data obtained through questionnaire survey.First of all,the author conducts a descriptive analysis of children's test scores from various aspects.Then,the Ordered Logistic model is used to test the influence of parents' migrant workers on the education of left-behind children,and the children's types are grouped to compare the factors affecting the learning differences between left-behind children and non-left-behind children.The research results answered the questions raised.First,the left-behind experience caused by parents going out to work has a significant negative impact on the left-behind children's academic performance.The left-behind children's academic performance is significantly lower than that of non-left-behind children.This is the case.Second,among the indicators that have a negative effect on academic performance,the proportion of left-behind children is higher than that of non-left-behind children.The proportion of indicators that have a positive effect on academic performance is lower than that of non-left-behind children.The decline in learning initiative affects academic performance.Third,the emotional support of parents and teachers in important others will have a significant impact on the academic performance of left-behind children,while the emotional support of peers has no significant effect on the academic performance of left-behind children.The specific performance is in the frequency of parents attending parent conferences,the importance of parents' attention and the importance of teachers.It is significantly positively correlated with the academic performance of left-behind children.Based on the analysis results,we put forward relevant suggestions at the individual level,the family level and the school level,in order to help the left-behind children's academic life.