The Influence Of Social Support On The School Engagement Of High School Students With Left-behind Experience:the Moderating Effect Of Personality Types

A large number of rural labors go to cities for work,resulting in a lot of long-term or short-term left-behind children.The environment during the left-behind period will have a certain impact on the development of children's personality,causing differences in their personality types.After children enter high school,different personality types may be a moderating variable.The effect of current social support on school engagement may vary with different personality types.Through quantitative investigation and qualitative research,this study makes an in-depth discussion on this issue.Study 1 is a quantitative study.In this study,1407 students from two high schools in a city in southern Henan Province were surveyed.Through the questionnaire survey,the characteristics of social support,big five personality and school engagement of left-behind students and non-left-behind students were analyzed.The moderating effect of personality types on the influence of social support on school engagement was quantitatively tested after classifying personality types by using latent profile analysis.Study 2 is a qualitative study.In this study,20 high school students with different personality types were selected for an in-depth interview.The interview text was analyzed by directional content analysis method.The differences in the influence of current social support on school engagement among different personality types were explored.The moderating effect of personality types was qualitatively tested.The characteristics of early growth environment affecting personality development were analyzed to better find the mechanism of personality types' moderating role.The main conclusions of the study are as follows:a.Compared with non-left-behind high school students,left-behind high school students have lower levels of classmate support,family support,emotional involvement,extroversion,agreeableness,conscientiousness and higher neuroticism.Most of the senior high school students who have been left behind belong to emotional and general personality types,while only a few belong to harmonious personality types.b.The influence of family support on school engagement of high school students with left-behind experienced is contradictory,but it has a small impact on school engagement of general personality types.The positive family support has an positive impact on school engagement,but the negative support has no significant influence on it on harmonious personality types.The personality type has a moderating effect on the influence of family support on school engagement.c.The influence of teacher support on school engagement of high school students with left-behind experience is contradictory,while it has a significant predictive effect on both general and harmonious school engagement.Personality type has a moderating effect on the influence of teacher support on school engagement.d.The influence of student support on the school engagement of emotional type and general type is greater,while that of harmonious type is relatively small.Personality type has a moderating effect on the influence of student support on school engagement.e.The quality of growth environment has an important influence on the formation of different personality types.The quality of growth environment of left-behind high school students with harmonious personality type experience is the best,emotional personality type is the worst,and general personality type is in the middle.