A Study On The Relationship And Intervention Between Social Support,School Belonging And Resilience Of Left-behind Children In Higher Grade Of Primary School

The data indicated that as of the end of August 2018,there were 6.97 millions of left-behind children in rural areas across the country,in which 60% were aged 6-13.Although the education policy for migrant children is being improved,limitations of parents' economic condition,many migrant parents do not realize the importance of primary education and these migrant children can't integrate into area education,so people also choose leave their children to receive education in the out flow area.In a short period of time,the left behind children are still the key issues that need to be paid attention to in the stage of obligation in some regions.So it is worth noting that left-behind children often have more prominent psychological problems.This research is divided into two parts: the first part were a scale test of social support,school belongings,and psychological resilience has been taken to 505 primary school students from grade 4 to grade 6,in which 207 left-behind children,and explore the gender,grade and other demographic variables of left-behind children in the upper grades of primary school,and further investigate has been made to generate the intermediary mechanisms of social support,school belongings and psychological elasticity of the two groups.According to the principle of students' voluntary participation,24 students with low sense of school belonging were selected from the investigated high-grade left behind left-behind children.Among of these students,12 of them were in the experimental group and the rest were in the control group without any intervention.The intervention lasted for two months.These research concludes as follows:1.There is a significant difference between left-behind children in higher grades in relating to social support,school belongings and psychological resilience compared with non-left-behind children.These factors of left-behind children are much lower than non-left-behind children.2.There are no significant differences in gender factors demographic with social support,school belonging and psychological resilience of the left behind children in senior primary school;left behind children in different grades have significant differences in social support,and school belonging variables;there are some significant differences in the variables of school belonging;the left behind children with high contact frequency have significant differences in social support and psychological flexibility,but no significant differences in other dimensions.3.Whether all subjects children(n=505)or left-behind(n=204),there is a significant positive correlation between their social support,school belonging and psychological resilience.The sense of school belongings always play an intermediary role in the influence of social support on psychological elasticity.4.According to the results of the group counseling intervention,group counseling aimed at enhancing students' sense of school belongings has a positive effect on the school belongings and psychological resilience of left-behind children.