The Study On Social Adaptability Of Rural Left-behind Children And Its Influencing Factors

In order to explore the social adaptability of rural left-behind children and its influencing factors,and put forward feasible suggestions on this basis,this study randomly selected 958 students(455 left-behind children and 503 non-left-behind children)in grades 4-9 of four rural primary and secondary schools in Jiangsu Province for a questionnaire survey.The findings are as follows:(1)The total score and dimensions of social adaptability of rural left-behind children are significantly lower than those of non-left-behind children.(2)The social adaptability of rural left-behind children is significantly different in gender,schooling stage,left-behind type,contact frequency,degree of missing,parents’ cognition of migrant work and family integrity.(3)Among the influencing factors,rural left-behind children’s total self-consciousness scores and three dimensions,total mother-child communication scores and openness of mother-child communication,total teacher-student relationship scores and supportive dimensions,and the scores of subjective support and support utilization in social support are significantly lower than those non-left-behind children.For left-behind children,there is no significant difference in the total score of friendship quality and social support.In addition,the total scores of self-consciousness,parent-child communication,teacher-student relationship and social support are not significantly different in the left-behind type,but in the friendship quality,the scores of single left-behind children are significantly higher than those of double left-behind children.(4)The score of self-consciousness,parent-child communication,teacher-student relationship,friendship quality and social support are significantly positively correlated with the social adaptability of rural left-behind children.The different dimensions of the variables have a significant positive predictive effect on the social adaptability of rural left-behind children.(5)The fitting index of influencing factor path model is good.Self-consciousness,teacher-student relationship and friendship quality directly affect social adaptability,with path coefficients of 0.460,0.228 and 0.361 respectively.Friendship quality indirectly affects social adaptability through teacher-student relationship and self-consciousness,with a path coefficient of 0.171.Social support can indirectlyaffect social adaptability through teacher-student relationship,friendship quality and self-consciousness,with a path coefficient of 0.760.Parent-child communication can indirectly affect social adaptability through social support,teacher-student relationship,peer friendship quality and self-consciousness,with a path coefficient of0.596.Through the research,the following conclusions are obtained:(1)The social adaptability of rural left-behind children is relatively lower than that of rural non-left-behind children.(2)There are internal differences in the social adaptability of rural left-behind children,which are manifested in gender,schooling stage,left-behind type,contact frequency,degree of missing,parents’ cognition of migrant work and family integrity.(3)Self-consciousness,parent-child communication,teacher-student relationship,friendship quality and social support affect the social adaptability of rural left-behind children.Specifically,self-consciousness,teacher-student relationship and friendship quality directly affect social adaptability,friendship quality indirectly affects social adaptability through teacher-student relationship and self-consciousness,parent-child communication can indirectly affect social adaptability through social support,teacher-student relationship,friendship quality and self-consciousness.In a word,families,schools and society should attach importance to the social adaptability of rural left-behind children,with individual development as the key,focusing on cognitive guidance,in interpersonal interaction,establish multi-channel support mechanism and improve the social adaptability of rural left-behind children.