Analysis On The Effects Of Leftbehind Status On Children's Cognitive And Non-cognitive Differences And Its Mechanism

Existing studies have shown that adults with a childhood of left-behind experiences are more likely to be unemployed,have a higher risk of crime,and are more likely to engage in irrational antisocial behavior.Therefore,the healthy growth of left-behind children is of immeasurable significance to China's future economic growth,social equity and social stability.However,according to the Ministry of Education,there were still 14.7441 million left-behind children in China in 2018,and more than 50 percent of migrant families chose to leave their children in rural areas with compulsory education.Judging from the number,the problem of left-behind children is still serious.From the perspective of quality,existing studies cannot reach a consistent conclusion on the differences between the individual cognitive and non-cognitive performance of leftbehind children.It is mainly reflected in different scholars' research channels,characteristics of research subjects and research methods.Therefore,in order to solve the problems of "whether left-behind has an impact on the individual performance of rural children","whether left-behind has a direct impact","whether different left-behind states have different influences","Is there any difference in the influence of the same left-behind status under different family structure?",and detailed understanding and analysis of the mechanism of left-behind rural children's personal performance.Based on the influence of left-behind status on children's cognitive and non-cognitive differences,the psychological mechanism leading to such differences and the stability of such channels,this paper proposes 5 hypotheses and 2 hypotheses respectively.In this paper,all the samples of grade 3-6 of three central village primary schools in a township in Kaihua county,Zhejiang province,which are relatively developed areas,were selected,and hypothesis verification was conducted by means of propensity score matching and simultaneous equation analysis.The results are as follows:(1)In terms of cognitive performance and non-cognitive performance,the performance of left-behind children is indeed different from that of un-left-behind children,but the difference is significant in different aspects.In terms of academic performance,left-behind rural children are all worse than non-left-behind children.Among the four subjects,left-behind status has the greatest impact on science,with an average decrease of 3.196 points.In terms of non-cognitive performance,left-behind status has a non-significant negative impact on caring about others' feelings,honesty and being worthy of others' trust.In terms of trust,left-behind rural children are more willing to trust others than left-behind children,with an average increase of 0.273.(2)After dividing left-behind rural children into single-parent left-behind children and two-parent left-behind children,in addition to science and trusting others,singleparent left-behind children are worse than two-parent left-behind children.Compared with un-left-behind children,their Chinese and overall scores decreased by 4.037 points and 11.482 points respectively,which were significant at the confidence level of 5% and 10%.(3)From the perspective of gender,the negative impact of parents' going out on the personal performance of boys is greater than that of girls.From the perspective of the importance of father and mother to children,compared with father,mother plays a more important role in the healthy growth of rural children.From the perspective of psychological care,sufficient psychological care given by parents to their children can alleviate the negative impact of going out to work on their personal performance to some extent.From the perspective of material care,giving pocket money to left-behind children in primary school as material care does not alleviate the adverse effects of left-behind children,but may further widen the performance gap with un-left-behind children.(4)Left-behind status will have a direct negative impact on academic performance,and there are certain differences in discipline and significance.(5)The level of mental resilience of rural children will significantly affect their academic performance in all subjects at a confidence level of 1%.Mental toughness is significant at 1% confidence level.Among the four subjects,mental toughness had the greatest impact on English,up to 1.0%.For every additional point in the other subjects,the academic performance of rural children increased significantly by 0.5-0.9%.(6)When the level of mental resilience of rural children is higher than the approximate mean of the same group,it can make up for and eliminate the gap in academic performance caused by left-behind children.Even if the level of mental resilience does not reach the critical value(total score 84.4;Chinese 110.75;English 90;Science 113.4),compared with no improvement,left-behind children in rural areas will be significantly compensated for the negative influence of left-behind.