Research On The Protective Factors And Strategies For Rural University Students To Obtain High Academic Achievement

In the process of the development of education in our country,the issue of education equity has always been the focus of the government,society and academia.Scholars’ research on the fairness of educational opportunities has been shifted from focusing on the number of educational opportunities at first to the quality of educational opportunities.Among the researches on the issue of education equity in the field of higher education,some studies have focused on the quality of higher education obtained by rural students.Some of these studies have focused on rural students who have not achieved good development in key universities,and studied the difficulties,pressures and challenges they faced in the process of receiving education in key universities.Only a few studies have focused on rural students who have achieved good development in key universities.Therefore,this research will focus on rural students who have achieved good development in key universities,and explore the deep reasons behind their successful growth in the university by focusing on the academic process of students achieving high academic achievements.The research aims to answer how rural students obtain high academic achievement in key universities,specifically explore what internal and external protective factors they have,and what strategies they use to achieve high academic achievement.In this study,a total of 10 rural students from a 211-key university with high academic achievement were selected through semi-structured in-depth interviews.The data were analyzed using the three-level coding method in grounded theory,and the following three research conclusions were obtained.(1)External learning motivation,positive learning attitude,and perseverance in learning are the key intrinsic protective factors for rural students to obtain high academic achievement in key universities.In this study,the learning motivation of rural students is mainly based on external motivations,which are specifically manifested in the pursuit of good grades,recognition,and scholarship qualifications.Students’ positive learning attitude is manifested in strict requirements for their own studies and an independent attitude towardsearning.The students’ perseverance in learning is embodied in the self-improvement and hard work.(2)Parents,teachers,and peers provide important external protective factors for rural students to obtain high academic achievements in key universities.The protective factors provided by parents are embodied in the trust-based stocking-up education strategy,self-sacrificing academic care,and subtle academic expectations.University counselors,club instructors,and professional course teachers can provide students with different types of support,such as social academic support and ranking-style spiritual support,to make up for the cultural capital which is lacked of rural students,but valued by the university field.Companions in universities help students maintain a positive and stable academic mood,which indirectly affects students’ high academic achievement.(3)Differentiation and integration strategies,active coping strategies,and cognitive reconstruction strategies are important strategies for rural students to obtain high academic achievement in key universities.The differentiation and integration strategy adopted by students in the process of obtaining high academic achievement refers to the differentiation strategy of single-line development and the integration strategy of dual-line development.Among them,the differentiation strategy of single-line development is specifically manifested as the differentiation strategy of performance first and the differentiation strategy of ability as the mainstay.Active coping strategies are mainly manifested as problem-solving active coping,emotionally focused positive coping,that is,through direct actions,students solve the difficulties or pressure encountered,and through actions,they change one’s feelings and perceptions of difficulties or pressures.Cognitive reconstruction strategies are embodied in three aspects: students reconstructing their academic comparison objects,reconstructing their academic goals,and reconstructing their academic expectations.