A Study On The Emotion And Behavior Of Junior High School Left-behind Children In Rural Changzhi

ObjectiveThrough an empirical study on the emotion and behavior of junior high school children left behind by their migrant parents in rural Changzhi, this thesis seeks to understand the status quo and influencing factors of emotional and behavioral problems of left-behind children in the rural area, thus to provide some theoretical guidance for local governments, educational institutions and parents to take corresponding counter measures.MethodsThis study uses a transect sampling approach for comparative study. Three relatively economically laggard counties in Changzhi were chosen first, then a junior high school was selected in each county, and finally three classes of each grade were sampled. All students in the sampled classes were studied, with the left-behind children as the focal group, and non-left-behind children as the reference group. Questionnaire survey was then used with the students. Study tools include: a survey of general condition; SCARED, DSRSC, and CBCL. The software package of SPSS15.0 for windows was then used for statistical analysis of the dataset generated by the survey.Results1.This study found that the percentage of left-behind junior high school children in local rural area was 22.1%.Among the local left-behind junior high school children, the percentage with a migrant father alone was 69.6%, migrant mother alone 3.7%, and both migrant father and mother 26.7%. In terms of the type of custodianship, single-parent custodian accounted 52.4%, trans-generation custodian 35.1%, upper generation custodian 7.3%, and same generation custodian 5.2%.2.When the junior high school left-behind children and non-left-behind children are compared, the detection rate of anxiety disorder, depression disorder, and behavior problems is higher in the former than the latter, and the disparity is significant (P<0.05). The detection rate of anxiety disorder, depression disorder, and behavior problems of left-behind children is 57.6%, 33%, 59.7% respectively, and 42.4%, 26.5%, 50.0% of non-left-behind children.3.In the group of junior high school left-behind children, female scored high in anxiety disorder; those under same generation custodian and with migrant mother and long duration of separation scored high in both anxiety disorder and depression disorder; those with a migrant father and a separation duration within two years scored high in behavior problems;the disparity is significant (P<0.05).4. Short duration of separation from the mother and a lower level of yearning are the protection factors to anxiety disorder for junior high school left-behind children. Poorly educated mother and a lower relation frequency to the parents are the hazardous factors to anxiety disorder. Higher educated mother and short duration of separation from the father are the protection factors to depression disorder. Higher grade,being singleton, poorly educated mother and long duration of separation from the mother are the hazardous factors to behavior problems for junior high school left-behind children.Conclusion1.Left-behind junior high school children have revealed apparent emotional and behavioral problems. The detection rate of anxiety disorder, depression disorder, and behavioral problems are all higher than non-left-behind children.2.Students with same generation custodian, long separation duration from the mother scored higher in anxiety and depression disorder, those with a migrant father and a separation duration within two years scored high in behavior problem.3.Gender,custodian types,the mother's education level, duration of separation from the mother, contact frequency and the level of yearning are the influencing factors on junior high school left-behind children's anxiety disorder.Custodian types,The mother's education level, duration of separation from the parents are the influencing factors on junior high school left-behind children's depression disorder.Grade ,being singleton, the mother's education level and duration of separation from the parents are the influencing factors on junior high school left-behind children's behavioral problems.