An Investigation On Perceived Academic Self-efficacy And Its Causes For The Left Behind Children's Of Rural Boarding Schools

The perceived academic Self-efficacy is the performance that the self-efficacy reflects in the realm of the study, it reflected individual is a kind of subjective judgment of the control study behavior and the study result ability to the oneself, is can make use of to the oneself own of the ability or technical ability complete the evaluation of self-confident degree of the study mission. The research shows the Self-efficacy will not only influence student's academic record directly, but also pass close and related mental process of the influence other and studies achievement to indirect influence studies achievement.Therefore, the research of the study Self-efficacy is an important topic worthy of pay attention to by us.Left behind children is rural children are left at hometown, can not live with their both parents, because either one or both of their parents flow to other areas to earn money under 17 years of age. Previous studies found that rural left behind children have significant differences in psychology, behavioral, learning and so on with their counterparts. But the study on perceived academic self-efficacy of left behind children has rarely involved. Boarding school is a new product for the developmentent of socio-economic and culture, its main purpose to be established is not only to strengthen the school's educational function but also to reduce the burden of nurturing children for parents. In recent years, many boarding schools have been established in rural areas, many migrant workers sent their children to boarding schools. Can the boarding school afford better psychological environment for left behind children than family? Whethere perceived academic self-efficacy of left behind children studying in boarding schools is the same to the children of normal family? The study carried out on a large number of rural children left behind in China at present there is the fact that it has important practical significance to carry out this study because there are a large number of left behind children in rural area of China.Factors that effect perceived academic self-efficacy was formed by interviewing, open-ended questionnaires and consulting in this paper.1000 boarding middle and high school students finished questionnaires. Some suggestions were proposed according to survey results to improve left behind children's perceived academic self-efficacy. The conclusions of this study are as follows:(1) There were significant differences on sense of control, sense of environmental interference and sense of studying hard between left-behind children of rural boarding schools and their counterparts. Scores of left-behind children of rural boarding schools were significantly higher than their counterparts.(2) Parents'education, migrant workers in a home had no significant difference on perceived academic self-efficacy of left behind children for rural boarding schools. The time left by parents had significant difference on total scores of perceived academic self-efficacy, basic ability and talent of left behind children of rural boarding schools.(3) Time to spend with left behind children'father each year had significant difference on total score of perceived academic self-efficacy, the basic ability, sense of control, sense of environmental interference, sense of talent, positive self-expectations. Time to spend with his mother each year had no significant difference on perceived academic self-efficacy of left behind children of rural boarding schools.(4) Contacting frequency between father and his left behind children for boarding had significant difference on total score of perceived academic self-efficacy, the basic ability, sense of control, sense of environmental interference, sense of talent, sense of good faith. Contacting frequency between mother and her left behind children for boarding had significant difference on total score of perceived academic self-efficacy, the basic ability, sense of control, sense of environmental interference, sense of good faith and positive self-expectations.(5) Negative context of schools had significant difference between left-behind children of rural boarding schools and their counterparts. Scores of negative context of schools effect on left-behind children of rural boarding schools were significantly higher than their counterparts. (6) Self-evaluation and subjective activity, the democratic and the authoritarian methods of rearing children had significant difference on different grade left behind children of rural boarding schools. Positive and negative context of schools had significant difference on different grade and different sex left behind children of rural boarding schools.(7)Self-evaluation and subjective activity, good context of school and the democratic method of rearing children have remarkable forecast on the left behind children's perceived academic self-efficacy of rural boarding schools.