| Learning engagement is influenced by both individual and environmental factors.This study intends to explore the influence of school attachment on learning engagement of migrant children under different academic emotions,and conduct research on learning engagement from two aspects of learning engagement attitude and learning engagement behavior,so as to provide new ideas for schools to educate and teach migrant children.In this study,416 migrant children studying in junior middle school were tested using the specially revised school attachment scale.The subjects were divided into high school attachment group and low school attachment group according to the mean score of ±1 standard deviation.This research contains a questionnaire revised and two experimental research,the experimental study of E-prime design program,is to try to study in related words reaction as a learning engagement into attitude indicator,in order to learn the time as a learning engagement into behavior index,discusses different levels school attachment and school attachment under the condition of different situation,positive/negative academic emotions to flow into the influence of children to learn.In Study 1,240 junior high school students from a public middle school in Xi ’an were randomly selected to participate in the revision of the school attachment questionnaire.The revised school attachment questionnaire consisted of 12 questions,which were divided into two dimensions: school dependence and school identity.The theoretical conception of the questionnaire has a good fitting degree,and the cronbachα coefficient is 0.95,which has a good reliability and validity,and can make a good identification of the school attachment degree of junior high school students.In Study 2,we used lexical decision task and learning schedule to investigate the moderating effect of school attachment on the learning engagement of migrant children.A mixed experimental design of 2(academic emotion: positive,negative)×2(school attachment group: high,low)×2(learning engagement: attitude and behavior)was used,with school attachment and academic emotion as inter-subject variables and learning engagement as intra-subject variables.The dependent variables were the response time to learning input words and the time allocated to learning in the lexical decision task.The results show that :(1)School attachment moderates the relationship between academic emotion and attitude of learning engagement.Under both positive and negative academic emotions,migrant children with high school attachment have significantly faster responses to learning engagement vocabulary than those with low school attachment;(2)School attachment moderates the relationship between negative academic emotion and behavior of learning engagement.In negative academic emotions,migrant children with high school attachment spend significantly more time on learning than migrant children with low school attachment.In Study 3,we used lexical decision task and learning schedule to investigate the moderating effect of school attachment priming on the learning engagement of migrant children.A mixed experimental design of 2(academic emotion: positive,negative)×2(priming type: school attachment primes,neutral primes)×2(learning engagement: attitude,behavior)was adopted.priming type and academic emotion were inter-subject variables,and learning engagement was intra-subject variables.The dependent variables were the response time and the time allocated for learning related words in the lexical decision task.The results showed that :(1)School attachment moderated the relationship between academic emotion and attitude of learning engagement.Under both positive and negative academic emotions,migrant children in the school attachment priming group had significantly faster responses to learning engagement vocabulary than those in the neutral priming group;(2)School attachment moderates the relationship between negative academic emotions and behavior of learning engagement.Under negative academic emotions,the migrant children in the school attachment priming group also spend significantly more time on learning than the migrant children in the neutral priming group.The study drew the following conclusions:(1)The revised school attachment questionnaire is in line with the expectation of this study and has good reliability and validity.(2)The difference of migrant children’s school attachment is significant in grade,but not in gender.(3)School attachment moderates the relationship between academic emotion and learning engagement.Under positive academic emotions,the response time of migrant children with high school attachment and migrant children with low school attachment to words related to learning engagement is significantly different.Under negative academic emotions,migrant children with high school attachment and migrant children with low school attachment also have significant differences in their responses to words related to learning engagement,and migrant children with high school attachment have more positive attitudes towards learning engagement.(4)School attachment moderates the relationship between negative academic emotions and learning engagement.Under negative academic emotions,there is a significant difference in learning engagement time between migrant children with high school attachment and migrant children with low school attachment,and migrant children with high school attachment have more behaviors in learning engagement. |
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