| For the healthy growth of children,parenting style plays a very important role.Left-behind children usually refer to those whose parents work outside their hometown and so on.Since left-behind children cannot live with their parents for a long time,they are often not the caregivers of their children,but more like their grandparents who act as their caregivers.Whether there is a big difference between the parenting style of these caregivers and that of their parents,and whether this difference is the key factor causing the learning problem of left-behind children.How to solve the problems existing in the education of left-behind children by their caregivers,so that they can learn like other ordinary children,and enhance their confidence and motivation in learning,has attracted more and more people’s attention.Current study selected rural left-behind children such a group,USES the leftbehind children caregivers parenting questionnaire,academic self-efficacy questionnaire and learning investment scale,select a city in gansu province rural middle and primary school grade 4 to 9 of 460 primary and middle school students as the research object,research caregivers parenting,academic self-efficacy level,the present situation of the study in characteristics,analysis of caregivers parenting,and academic self-efficacy level and study the relations between and among input,analysis whether academic selfefficacy in caregivers parenting practices and learning into the mediation role.The results are as follows:(1)Rural left-behind children or non-left-behind children have the highest average score in psychological care.In addition to psychological care,material care and excessive intervention,the average score of rural left-behind children in all dimensions of their caregiver parenting style is lower than that of rural non-left-behind children.(2)The parenting styles of rural left-behind children caretakers are not significantly different in gender,age,grade,caregiver type and academic performance level.(3)The academic self-efficacy of left-behind children in rural areas is significantly different among some ages;There are significant differences among some grades.(4)The learning input of left-behind children in rural areas is significantly different among some ages;There are significant differences in some grades;(5)The six dimensions of parenting style of rural left-behind children caretakers are closely related to academic self-efficacy except for excessive interference.Academic competence self-efficacy and learning behavior self-efficacy are closely related to the overall parenting style of the caregiver.Besides psychological care and material care,academic competence self-efficacy is closely related to other dimensions of caregiver parenting style.In addition to material concern,self-efficacy of learning behavior is closely related to other dimensions of caregiver parenting style.(6)The overall parenting style of rural left-behind children caregivers is closely related to the overall learning investment,but the other four dimensions are closely related to the overall learning investment in addition to rejection and excessive interference.The three dimensions of learning engagement are closely related to the caregiver parenting style,and the vitality dimension and the six dimensions of caregiver parenting style are closely related.The dimension of dedication is closely related to the dimension of psychological care,material care and rejection of the caregiver’s parenting style,but not to the other three dimensions.The attention dimension is closely related to the three dimensions of psychological care,material care and excessive interference of the caregiver’s parenting style,but not to the other three dimensions.(7)There is no correlation between academic self-efficacy and learning engagement of left-behind children in rural areas,and the two dimensions of academic self-efficacy are closely related to learning engagement.The three dimensions of learning engagement are closely related to the sense of academic self-efficacy and the sense of self-efficacy of learning behavior,and the sense of self-efficacy of learning ability is closely related to other dimensions except the dimension of concentration.(8)The academic self-efficacy of rural left-behind children plays a partial mediating role between the parenting style and the learning input of the caregiver,and the mediating effect accounts for 7.26% of the total effect.The results of this study show that the parenting style of rural left-behind children caregivers not only directly affects their learning engagement,but also indirectly affects their learning engagement through the mediation of their academic selfefficacy.Therefore,it is an effective way to improve the educational input and academic performance of left-behind children in rural areas by guiding caregivers to adopt positive parenting methods. |
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