The Status Quo And Influencing Factors Of The Sense Of Life Of Left-behind Children In The Upper Grades Of Primary School

The sense of meaning in life is an individual's perception of the meaning of his own existence and of his own importance.The acquisition of sense of meaning in life is an important content of life education.Adhering to all-round development and attaching importance to life education are the strategic themes clearly stipulated in the outline of the national medium-and long-term education reform and development plan 2010-2020.Although there are many researches and practices on the sense of meaning of life in our country,the research on primary school students,especially from the poor rural areas,is still very lacking.Rural left-behind children are one of the underage vulnerable groups which need most attention in the vast rural areas of our country.Due to the lack of parental care,poor family custody and other reasons,children left behind in rural areas committed suicide and suffered frequent incidents of accidental injury.Therefore,this study revised the questionnaire on Life sense of Primary School students developed by Anat Shoshani et al(2017).And,a measuring tool with good reliability and validity in line with the characteristics of Chinese culture has been formed.Secondly,it analyzes the current situation of the sense of meaning in life of rural primary school students.Then,study on the influence of School sense of belonging and ParentChild relationship on sense of Life,to explore the influence of school sense of belonging and parent-child relationship on the sense of meaning of life,and to reveal the mechanism of the basic psychological needs in it.The conclusions of the study are as follows:(1)The revised questionnaire includes 11 items and two dimensions,including creating value dimension and attitude value dimension,which have good reliability and validity index,and meet the basic requirements of psychometrics.(2)Students with excellent and good academic performance were significantly higher than those who had just passed or failed;the meaning in life of the students who had served as class cadres was significantly higher than that of the students who had not served as class cadres;the sense of life significance of rural left-behind children was significantly lower than that of non-left-behind children.(3)School sense of belonging,paternal affinity and competence all had predictive effects on the level of meaning in life,and 39.4% of the variation of meaning in life was explained by the three factors.(4)Competence needs play an intermediary role in the relationship between school sense of belonging and sense of meaning in life.