Research On The Relationship Between Educational Resilience And Social Support Of Migrant Students

With the development of the society and the progress of The Times,under the background of emphasis on educational equity.People are paying more and more attention to the disadvantaged groups,and the education of the children of disadvantaged groups has gradually aroused widespread concern in the academic circle.The bad living and learning environment has caused more and more academic and psychological problems in disadvantaged student groups such as migrant students,which hinders their normal development to a certain extent.However,some students with outstanding academic performance emerge from the disadvantaged group of migrant students.Although the objective environment is not conducive to their study,they still achieve better academic performance than expected.They were not overwhelmed by their environment,but More frustrated,more courage,shows a unique advantage in learning.These students are called students with high educational resilience.This article takes this phenomenon as the core of the research and takes migrant students as the research object,focusing on solving the following problems:First of all,how do migrant students study compared to non-migrant students? What are the disadvantages? How do these unfavorable factors affect the learning process of students? Secondly,what is the performance of migrant students’ educational resilience? Thirdly,do families,schools or teachers provide any "support" for migrant children in what ways? How can migrant children use these supports to contribute to educational resilience? Finally,try to propose a stable process of educational resilience to explain the phenomenon of educational resilience of migrant students.This research uses the interview method and questionnaire method commonly used in empirical research to collect data.The research implementation process is mainly divided into two stages.In the first stage,based on the basic student information and the results of the two exams.A total of 36 qualified migrant students were selected,that is two groups of students who are objectively disadvantaged and have higher educational resilience(based on performance)and lower ones,and interview them separately.Based on the interview results,this research further designed a questionnaire for all students and their parents in the second stage,aiming to understand the differences between migrant and non-migrant students in learning and other aspects,as well as the problems reflected by migrant students in the interview whether it has universal significance.In addition,the student questionnaire includes Manpa’s educational resilience questionnaire.Since this research mainly focuses on the relationship between educational resilience and social support,the support dimension in the original questionnaire is deleted.Take the average of the total scores of other items as a measure of student’s educational resilience,and assess the student’s educational resilience level according to it.The main findings of this research are as follows: First,there are significant differences between migrant students and non-migrant students in terms of family socioeconomic status,family education investment,and family learning environment,non-migrant students are better than migrant students in all of the above aspects.In addition,the comparison of previous learning experiences also shows that non-migrant students enjoy better educational resources,while migrant students have encountered more disadvantages in their previous school education.Disadvantages affect the student’s learning process by destroying the balance of students’ psychology,physiology,and knowledge base.Through the comparison of the scores of all students,that the performance of non-migrant students is higher than that of migrant students,and the performance of nominal migrant students is higher than that of substantial migrant students.However,the standard deviation of the substantial migrant students’ performance is the largest among the three types of students,indicating that the internal two-level differentiation phenomenon in substantial migrant students is more serious.Through the measurement of the educational resilience level of students,we found that the overall resilience level of migrant students is relatively high.This study divides the students’ resilience into four levels by measuring the students’ educational resilience level(scale),and compares the scores and learning habits of students with different resilience levels.It shows that the higher the level of resilience,the higher the scores of students’ academic performance and study habits.Students with different resilience have significant differences in scores and study habits.According to the language expression of students during the interview,this research also compares the language expression ability of students.There are certain differences between students with different levels of resilience.It can be seen that the educational resilience of migrant students is reflected by their resilience psychology,study habits,academic performance and language expression,which involves the resilience of students in both the learning process and learning results.Finally,the study further compared the social support received by migrant students with different levels of resilience.The results show that students with high levels of resilience receive higher levels of family and school support,which is significantly different from those with low levels of resilience.Based on the content of interviews,this study analyzes the process of social support contributing to educational resilience.Individuals are born with the ability to recover from a certain degree of disadvantage,but it takes a long process for individuals to recover spontaneously.Social support plays a role of catalyst in the development of individual resilience.It works in synergistically with the internal protective factors of students and promotes each other.It speeds up the process of students recovering from adversity,makes students’ learning status more balanced,and demonstrates higher resilience levels.According to the research results,this article proposes three suggestions to improve the educational resilience of disadvantaged students: First,pay more attention to the psychological health of disadvantaged students;Second,strengthen home-school cooperation,form an educational synergy,and jointly pay attention to the educational development of disadvantaged students;Third,optimize the allocation of resources,increase investment in education,and increase the level of social support for disadvantaged students.