Study On The Relationship Of The Elementary School Floating-children Family Education Mode,Learning Adaptability With Learning Satisfaction

The floating children’s learning and education has increasingly become an important issue that can not be ignored. Although some research scholar have made an investigation of the floating children’s parental upbringing styles, the study about their study state is less. This study selected parental upbringing styles, learning adaptability and learning satisfaction of these three variables, to discuss the relationship between them. This is not only enriched the theory of the floating children, and has important practical significance.Through tidying and analysising the relevant literature and the results of the semi-structured interviews, in this study, preparing ’the floating children’s Learning adaptability questionnaire’, checkouting’evaluation scale of Parental upbringing styles’ and ’pupil’s learning satisfaction questionnaire’. Using this three questionnaires to survey primary school migrant children in Fujian Province, to explore the the relationship between parental upbringing styles,learning adaptability and learning satisfaction. The main conclusions are as follows:Firstly, learning adaptability of the migrant children in primary schools consists four dimensions:learning strategies, study habits, learning attitude and learning environment;Secondly, parents’positive parenting way (emotional warmth, understanding) with the primary school migrant children’s learning satisfaction degree was significantly positive related,but negative parenting way (severe punishment, refused to deny excessive interference,prefer to be tried) with the primary flow of children’s learning Satisfaction was significantly negatively correlated, and predictors of learning satisfaction of migrant children in primary schools;Thirdly, learning adaptability of the migrant children in primary schools in the study habits and learning environment of these two sub-dimensions with its learningsatisfaction was a significant positive correlation, and predictive effect on learning satisfaction.