Study On The Relationship Between Parental Attachment And Learning Motivation Of Left-behind Junior Middle School Students

China’s rapid economic development at the same time,the level of urbanization is also constantly improving,a lot of rural labor force to urban transfer,a large number of young and middle-aged labor force out of the countryside,so the problem of left-behind gradually highlighted.Left-behind junior high school students are more likely to have academic problems because they live in a family system without the care of two parents or a single parent for a long time.Learning motivation is an important internal driving force to stimulate students’ interest in learning and lead them to actively participate in learning activities.For ascension left-behind junior high school students learning motivation of the social work intervention in improving their study habits or just improve learning will,rather than from the parent-child relationship,such as psychological need for further intervention,under the guidance of self-determination theory,this study constructed a mediation effect model,discuss the basic psychological need to left-behind junior middle school students parent-child attachment,and the relationship between learning motivation,and verify the basic psychological need in parent-child attachment and intermediary role between learning motivation and provide a new perspective for the learning motivation of social work intervention,and new ideas.This study adopts parent-child attachment scale,basic psychological needs scale and academic self-regulation scale to investigate 345 left-behind junior high school students in two middle schools in Dazzhou.The results showed that :(1)The total score of parent-child attachment,the dimension of parent-child communication and the dimension of parent-child alienation are significantly different between left-behind junior high school students and non-left-behind junior high school students.The total score of basic psychological needs and the dimension of belonging need of left-behind junior high school students are significantly lower than those of non-left-behind junior high school students.The level of learning motivation autonomy of left-behind junior high school students is significantly lower than that of non-left-behind junior high school students.(2)there were significant gender differences in the internalization adjustment dimension and identity adjustment dimension of left-behind junior high school students’ learning motivation;The total score of parent-child attachment,parent-child trust dimension,parent-child communication dimension and the internalized adjustment dimension of learning motivation of left-behind junior high school students are significantly different in household registration.(3)Parent-child attachment of left-behind junior high school students has a significant positive impact on learning motivation.The higher the quality of parent-child attachment,the stronger the autonomy of learning motivation.(4)Basic psychological needs played a partial mediating role in the relationship between parent-child attachment and learning motivation of left-behind junior high school students,and the mediating effect accounted for 43.9% of the total effect.The improvement of parent-child attachment level of left-behind junior high school students can promote the satisfaction of basic psychological needs,and then promote the autonomy level of learning motivation.This study provides certain theoretical guidance for social work practice,according to the research conclusion,from the perspective of professional social work theory of enlightenment and the application in practice of social work,identified from raising left-behind junior middle school students parent-child attachment level,strengthen the basic psychological need to meet the situation then autonomy learning motivation to improve their level of social work intervention paths.Focusing on the key factor affecting the learning motivation of left-behind junior high school students--parent-child attachment,and combining with the basic psychological needs of left-behind junior high school students and the characteristics of learning motivation,this paper puts forward a preliminary idea to intervene the lack of learning motivation autonomy of left-behind junior high school students from the personal level,family level,school level and community level..