| To cure the poor,first cure the foolish,poverty first help the wise.With the increasing attention of the country to the education quality of left-behind children,how to improve their academic performance has become a hot topic in academia.Learning engagement,as an important index to quantify the quality of students’ learning process and predict their academic performance,has been widely concerned and deeply studied.Among the many factors that affect left-behind children’s learning involvement,the family micro system has a continuous influence on individual learning,among which the intrusive parenting style of parental psychological control is one of the important factors.As for the internal factors,future orientation,as a variable related to life history strategies,is also an important factor affecting the learning involvement of left-behind children.At the same time,according to the theory of psychological resilience,positive adversity belief can cushion the negative effects of adversity and thus play a protective role for the disadvantaged individuals.Therefore,this study builds a moderated mediation model based on the integration of life history strategies and the theory of mental resilience to investigate the role of future orientation in the relationship between parental psychological control and left-behind children’s learning engagement,and whether adversity beliefs can weaken the adverse effects of parental psychological control and increase their learning engagement.In this study,students in middle and senior primary schools(grades 4-6)and middle schools were selected as the subjects.By questionnaire survey,1433 children were investigated by Parental Psychological Control Scale,adolescent Future orientation questionnaire,Chinese Adversity Belief Scale and Learning Engagement Scale,among which 992 were left-behind children.According to the analysis results of relevant data,the following conclusions are drawn:(1)Left-behind children perceive more psychological control from their parents than non-left-behind children;The future orientation of left-behind children is lower than that of non-left-behind children.Among left-behind children,boys score higher than girls in parental psychological control,but girls score higher than boys in learning commitment and belief in adversity.The scores of parents’ psychological control in middle and high school students were higher than those in middle school students.The scores of students in middle and high school students in future orientation,learning engagement and adversity belief were higher than those in middle and high school students.When father was away,children’s scores on parental psychological control and academic engagement were higher than when both father and mother were away.When the father was out and both parents were out,the children scored higher on the belief in adversity than when the mother was out;Left-behind children whose parents have been away for less than three years score higher on academic engagement than those whose parents have been away for more than three years.(2)The psychological control,learning engagement,future orientation and adversity belief of parents of left-behind children are correlated in pairs.(3)Parental psychological control can negatively predict the involvement of left-behind children in learning.It can also influence the involvement of left-behind children in learning through future orientation,which plays a completely mediating role between parental psychological control and left-behind children’s involvement in learning.(4)Adversity beliefs moderated the first half of the mediating model(parental control → future orientation),Positive adversity belief can buffer the negative effect of parental psychological control on future orientation and thus reduce the retention Adverse effects of children’s learning engagement.The results not only confirm the influence of parental psychological control on left-behind children’s learning engagement,but also clarify the mechanism.According to the research results,the following educational recommendations can be made:(1)Parents should use positive parenting styles in the process of parenting;(2)Help left-behind children establish a positive future orientation;(3)Focus on cultivating left-behind children’s positive adversity belief. |
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