Public Schools In Floating Children's Emotional Experience And Social Behavior

With the growing number of migrant children in public school, investigating the characteristic of their mental health and internal mechanism was becoming an important issue, especially the social exclusion perceived by migrant children in public school which was different from that of migrant children in migrant worker children’s school. To explore the feature of migrant children in public school’s perceived discrimination, emotional experience and social behavior and the relationship among them,313 migrant children in public school,411 city children and 190 migrant children in migrant worker children’s school from elementary and junior high school were investigated with questionnaire method, which provived evidence for the well devlepopment and adaption of migrants in public school.More specifically, the first study primarily explored the characteristic of migrant children in public school’s emotional experience, social behavior and perceived discrimination, the second study mainly focused on the relationship among perceived discrimination, emotional experience and social behavior. The results indicated that:(1) Migrant children in public school had significantly more scores on positive affect, security and well-being than that of migrant children in migrant worker children’s school, which significantly less than that of city children. Migrant children in public school had significantly less score on negative affect than that of city children, which significantly less than that of migrant children in migrant worker children’s school. Children’s emotional esperience was better in grade 4, and then was getting worse when grade added, especially when junior middle grade arrived. The developmental trend of emotional experience of migrant children in public school was similar to city children, whose scores of positive/negative affect and security were more higher in grade 3 and experienced more well-being in junior high scool.(2) Migrant children in public school had more scores on social-cooperation behavior, less scores on aggressive-disruption behavior than those of city children and migrant children in migrant worker children’s school, and less shy-aviodence behavior than that of city children and more than that of migrant children in migrant worker children’s school.But there was no substantial difference on these three kinds of behavior among these types of children.(3) Migrant children had moderate score on the perception of discrimination, and migrant children in public school perceived significantly less discrimination than migrant children in migrant worker children’s school. Migrant children of grade 3 perceived more discrimination, and migrant children of grade 4 perceived the least.And then increased with the grades added. Perceived discrimination of migrant children in migrant worker children’s school increased more rapidly in Junior high school. (4) Migrant children’s perceived discrimination had a significant negative correlation with positive emotion, security and well-being and had a significant positive correlation with negative emotion. Perceived discrimination of migrant children in public school could significantly predict their emotional experience, but perceived discrimination of migrant children migrant worker children’s school could not predict their well-being. School type played a moderate role between perceived discrimination and security, perceived discrimination and well-being, that was, the perceived discrimination of migrant children in public school had a wose adverse effect on security and well-being than that of the migrant children in migrant worker children’s school.(5) The perceived discrimination of migrant children in public school had a significant negative correlation with sociality-cooperation behavior, a significant positive correlation with shy-aviodence behavior, and it could significantly predict 7% variation of their social-cooperation behavior and 0.05% variation of their shy-aviodence behavior. The perceived discrimination of migrant children migrant worker children’s school had hardly any relationship with social-cooperation behavior, aggressive-disruption behavior and shy-aviodence behavior. School type played a moderate role between perceived discrimination and social-cooperation behavior, that was, the perceived discrimination of migrant children in public school had a wose adverse effect on social-cooperation behavior than that of the migrant children in migrant worker children’s school.(6) As to the migrant children in public school, perceived discrimination had an indirect effect on shy-aviodence behavior via emotional experience, which was not the same as social-cooperation behavior.