The Relationship Between School Connection,Positive Emotion,Parent-child Communication And Academic Achievement Of Middle School Students:A Comparison Between Left-behind And Non-left-behind

Since the 1980 s,China’s economic development has continued to grow,urbanization has continued to accelerate,and a large number of rural laborers have begun to work in economically developed areas,and their children have been left at home due to objective conditions such as economic conditions.This has led to the emergence of a special group of left-behind children.At present,there are more than60 million rural left-behind children in China,and the education of left-behind children has received widespread attention from the whole society.The school is the main place for students to learn.The quality of the school environment is directly related to the academic performance of the students.School connection is an important indicator of the quality of a school’s environment and are critical to the healthy growth of students(Resnick,1997).School connection means that students believe that adults other than themselves in the school care about their learning and their belief in the individual growth of students.Because of the long-term separation from parents,left-behind children are in an unfavorable environment where parent-child communication is relatively lacking.Does this have an impact on the relationship between school connection and academic achievement? This study explores the mechanism of interaction between school connection and academic achievement by comparing left-behind children with non-left-behind children.At the same time,positive emotions and parent-child communication variables were introduced to explore the relationship between school connection and academic achievement and the impact mechanism.In this study,a questionnaire survey was conducted on 416 left-behind children and 432 non-left-behind children using the School Connection Scale,Parent-Child Communication Questionnaire and Positive Emotional Scale.By comparing left-behind children and non-left-behind children,studying the relationship between school connection and left-behind children’s academic achievement,and testing the mediating effect of positive emotion and the moderating effect of parent-childcommunication.The results show that:(1)In ordinary middle schools,the positive emotion of non-left-behind children is significantly higher than that of left-behind children;in the case of non-left-behind children,the positive emotion of non-left-behind children in ordinary middle schools are significantly higher than those of non-left-behind children in vocational middle schools.(2)The school connection of non-left-behind children in junior high school is significantly higher than that of left-behind children in junior high school.At the same time,the school connection of non-left-behind children in junior high school is significantly higher than that of high school non-left-behind children.(3)In ordinary middle schools,the mother-child communication of non-left-behind children is significantly more than that of left-behind children.At the same time,the mother-child communication of non-left-behind children in junior high school is significantly higher than that of left-behind children in junior high school,and the mother-child communication of non-left-behind children in junior high school is significantly higher than that of high school non-left-behind children.(4)Among left-behind children and non-left-behind children,school connection,positive emotion and parent-child communication have significant positive correlation with academic achievement,and all of them can predict academic achievement.(5)Whether it is left-behind children or non-left-behind children,positive emotion plays a partly mediating effect between school connection and academic achievement.(6)Among non-left-behind children,the mother-child communication has a marginal moderating effect between school connection and academic achievement.But among left-behind children,the father-child communication and the mother-child communication have no significant moderating effect on their relationship.