Analysis Of Differences In Learning Performance Of Rural Left-behind Children

Along with the growing population of migrant workers,more and more left-behind children have emerged in the countryside.In the process of promoting the development of the integration of urban and rural compulsory education,’focusing on special groups and promoting education equity’ was proposed as a major measure.Among them,’care for rural left-behind children and improve the care system for left-behind children’ is the State Council’s The important content of the key explanations and key requirements in the Report on Promoting the Development of Compulsory Education in Urban and Rural Areas to Improve the Level of Compulsory Education in Rural Areas.The learning problem of left-behind children in rural areas is the focus of their education.As the students in the compulsory education stage,the left-behind children in rural areas are mainly engaged in learning.The performance of students’ learning is an important indicator to measure students’ learning ability and physical and mental development.It is also one of the important indicators to measure their educational status.Therefore,as a key issue in the education and training of rural left-behind children,the learning performance of left-behind children largely determines the quality level of rural compulsory education,and also reflects the effect of the implementation of rural left-behind children’s protection mechanism and the all-round education status of left-behind children.This study consists of five sections.The first section describes the research background,research significance,research ideas and current status of relevant research at home and abroad.The second section explains the theoretical sources of this research and the definition of related concepts.The design ideas of the research and the research methods and research tools used are shown in the third section;the fourth section is the processing and analysis of the survey data;the fifth section explains the main conclusions of the study and discusses the conclusions.Based on the reference and analysis of many related papers and related theories,this paper characterizes students’ learning performance in four aspects:student learning behavior,student learning motivation,student academic self-concept,and student academic achievement subjective evaluation.Important factors for left-behind children’s learning performance:psychological factors in students’ subjective factors include gratitude,self-esteem,loneliness,etc.;parenting styles in family factors;school atmosphere and support in school factors including teacher-student relationship,classmate relationship,school Sense of belonging,overall evaluation of the school,etc.;social support in social factors.This paper takes 931 primary school students from some Primary schools in H County,L City,Anhui Province as the research object.Through field research and questionnaire survey,we can understand the current situation of children’s learning performance in rural areas in Anhui,and analyze the factors of individuals,families,school,and society that affect the learning performance of left-behind children in rural areas.This study uses SPSS24.0,AMOS25.0 and other software as research tools.The processing of data results involves descriptive statistics,correlation analysis,exploratory factor analysis,confirmatory factor analysis,regression analysis and other methods.Through descriptive statistical analysis,the overall learning performance of left-behind children and non-left-behind children is reflected.The inferential statistical analysis is used to investigate the differences in learning performance between left-behind children and non-left-behind children in different parent-child separation modes.The regression analysis is used to investigate the influence factors of different dimensions.The extent of the impact of left-behind children’s learning performance.The study found that the school atmosphere and support felt by the students,the psychological factors of the students,the parenting style of the students,and the social support felt by the students were significantly positively correlated with the students’ learning performance.The performance of non-left-behind children is significantly better than that of left-behind children.Non-left-behind children are significantly better than left-behind children in terms of academic self-concept and subjective evaluation of test scores.The left-behind children whose fathers work in the field and stay at home perform.The study found that the school atmosphere and support felt by the students,the psychological factors of the students,the parenting style of the students,and the social support felt by the students were significantly positively correlated with the students’learning performance.The performance of non-left-behind children is significantly better than that of lefl-behind children.Non-left-behind children are significantly better than left-behind children in terms of academie self-concept and subjective evaluation of test scores.The left-behind children whose fathers work in the field and mothers stay at home perform.