The Relationship Between The Educational Expectation Of Guardians And The Academic Achievement Of Left Behind Children

The educational expectations and education investment of left-behind children by grandparents,grandparents,and other guardians of left-behind children have a significant relationship with their academic performance.This study established a structural equation model(SEM)and demonstrated that guardian education investment plays an intermediary role between guardian education expectations and the academic performance of left-behind children.This article designs the education expectations of left-behind children’s intergenerational and non-generational guardianship subjects as long-term education expectations,mid-term education expectations,short-term education expectations;high-intensity education expectations,medium-intensity education expectations,and low-intensity education expectations;education expectations of migrant parents Educational expectations of guardians who care for left-behind children(focus on left-behind children’s ancestors),etc.Driven by educational expectations,intergenerational or non-generational guardians provide time companions for left-behind children,and migrant parents provide financial support for left-behind children.Support,left-behind children’s time companionship,financial support through grandparents,grandparents or other guardians,they increased motivation and improved academic performance.The exi-sting literature does not provide a method for the mediator role of guardian education investment.This article analyzes the structure of the mediator role of guardian education investment.Based on the data of about 298 junior middle school children’s left-behind children’s guardians,using descriptive statistics,difference analysis,and structural equation models show that:(1)guardian’s educational expectations positively affect the education of left-behind children;(2)guardian’s educational investment positively affects left-behind children’s education The impact of guardian education time investment on the academic performance of left-behind children is greater than the effect of guardian education economic investment on the academic performance of left-behind children.(3)The financial and time dimensions of guardian education investment and education investment are in the guardian’s educational expectations and the academic performance of left-behind children.Partof the role of intermediaries,the role of guardian education time investment is the most significant.In this study,the impact of guardian education expectations on guardian education investment and academic performance of left-behind children has certain theoretical and practical value.This thesis analyzes the phenomenon that the educational expectations of guardians in different dimensions affect the academic performance of left-behind children by affecting their time investment and economic investment,which helps to improve the unreasonable educational expectations and educational investment of guardians,thereby improving their academic performance.