A Study On The Influencing Factors Of Left-behind Children’ Academic Achievement In Poverty-stricken Areas Of Hubei Province

With the rapid development of China’s economy,the economic development of poverty-stricken areas is very slow,and a large number of laborers are working in economically developed cities.Due to the limitation of the economic conditions of the migrant workers themselves and other reasons,children can not go to the city with their parents to live and study,resulting in a large number of Left-behind children.These left-behind children are a very important part of modern children in our country and the hope of the future motherland.In the future construction of the city,we cannot ignore the growth of the large and special group of left-behind children.Learning problems are one of the most important problems for left-behind children in compulsory education.The problem of left-behind children’s education growth has now risen to the focus of society.Hubei Province is a province with large labor transfer.The problem of left-behind children in poverty-stricken areas is as serious as that of left-behind children in the country.Taking Yangxin County,a poverty-stricken county in Hubei Province as an example,this paper redefines the concept of left-behind children on the basis of reading a large amount of literature,and refers to rural left-behind children and left-behind children in urban areas as left-behind children.Through the relevant theoretical design questionnaires and indicator system,the local left-behind children’s learning situation is investigated and analyzed.In the data analysis stage,descriptive statistics and structural equation modeling were performed using SPSS 22.0 and Amos 24.0 software.Firstly,through descriptive statistics,the gender,age,whether to serve as class cadres and family characteristics of left-behind children are basically described.The ratio of left-behind children to males and females in this survey is close to 1:1,and the number of male students is slightly more than that of female students,which is more in line with the actual situation.The results of the analysis were statistically significant.The age of the respondents was between 8 and 12 years old.The ratio of girls to class cadres was higher than that of boys,indicating that girls were more liked by teachers.From the perspective of family characteristics,the level of education of supervisors is generally low,parents’ attention to left-behind children is low,and the degree of contact between parents and left-behind children is not high.The counseling of left-behind children is worrying,more than three.Two of the parents went out for more than half a year,and even a few parents did not return home for two years.By analyzing the personal supervisory factors of left-behind children,most left-behind children have poor learning habits,unclear learning motivation,and low academic self-efficacy.In the process of learning,left-behind children lack the correct guidance and supervision of their parents.They dare not face the difficulties of learning.It is difficult to find the correct learning method by the efforts of the school and teachers.Most left-behind children cannot connect with their future.This paper carefully analyzes the influence of personal characteristics and family characteristics on academic performance.Through the analysis of differences and correlation analysis,it is found that in personal characteristics,gender and whether or not serving as a class cadre have a significant impact on academic performance.Among left-behind children,girls are better than boys.Good grades,good grades for class cadres than for class cadres,and age has no significant effect on academic performance.In the family characteristics,the family economic status,the situation of migrant workers,the degree of education of the supervisors,the time of going out to work,the degree of contact with parents and the attention to learning have a significant impact on academic performance,of which the better the family economy,the degree of supervision of the supervisor,and The degree of parental contact and attention to learning have a significant positive effect on academic performance.The time of going out to work has a significant negative effect on academic performance.In the case of migrant workers,the mothers go out alone,and the left-behind children have the worst academic performance.Second is the situation in which both parents go out.Finally,by introducing the structural equation model,through the debugging and path analysis of the model,the latent variables in the family characteristics are adjusted,and the internal relationship between the influencing factors and the way of affecting the academic performance are analyzed.Finally,the left-behind children’s academic performance is Questions,constructive comments from the school level,parent and guardian level,and government level.Specific empirical results:(1)personal characteristics,family characteristics,school learning environment,learning motivation,study habits,academic self-smiring,and efficacy will directly or indirectly affect academic performance.(2)Personal characteristics have a positive predictive effect on left-behind children’s academic performance.Among left-behind children,girls are better than boys in learning performance;it is better to be a class cadre than a class cadre.In poor areas,there is no significant difference in the academic performance of left-behind children.(3)The family characteristics of left-behind children have a positive predictive effect on academic performance.The higher the degree of education of the supervisor,the better the performance of the left-behind children;the left-behind children who both go out of school have lower grades than the fathers,and the left-behind children who go out to work alone have the worst academic performance;the family economic status of the left-behind children Academic performance has a positive effect.(4)Learning motivation of left-behind children has a positive predictive effect on academic performance,while learning habits and school learning environment affect learning performance through learning motivation.(5)The academic self-efficacy of left-behind children has a positive predictive effect on academic performance.