Study On The Adaptation Of Middle School Students Left Behind In Rural Areas

Left-behind children are the focus of attention in today’s society.Most of the research on left-behind children focuses on various adaptive problems.Studies have found that left-behind children are less adaptable than non-left-behind children.Is there any difference between rural left-behind children and rural non-left-behind children in terms of school adaptation during the special period of dramatic changes in individual physical and mental development in junior middle schools? The existing studies on this issue are still controversial.Some studies believe that the entrance adjustment level of junior middle school students left behind in rural areas is the same as that of non-left-behind junior middle school students in rural areas,while others believe that compared with non-left-behind junior middle school students in rural areas,the entrance adjustment level of junior middle school students left behind in rural areas is lower.The existing deficiencies in the current research :(1)most of the previous studies did not have a high requirement for the authenticity of the environment the subjects were in and lacked rigor for the testing process when implementing the measurement;(2)Adaptation research is a process of continuous dynamic development and change,and horizontal research cannot analyze and reflect the real situation of adaptation process.Therefore,longitudinal research method was used for research and analysis in this study.By referring to the previous research results,this study analyzed whether left-behind rural junior middle school students have a long-term impact on the adaptation of enrollment through questionnaire survey.Studies have shown that the indicators to measure the social adaptation of new members of the organization can be used to measure the entrance adaptation of rural junior high school students,because the social adaptation of new members of the organization is very similar to the entrance adaptation process of rural junior high school students left behind.To measure the influence of left-behind on the entrance adjustment of rural junior middle school students,we need to measure it from three aspects: academic adjustment,social adjustment and personal emotional adjustment.In this study,academic adaptation can be demonstrated by academic performance and absenteeism rate.Social adaptation can be manifested by two indicators: active relationship construction and friendship quality;Personal emotional adaptation can be demonstrated by two indicators: self-efficacy and general life satisfaction.The research design selected 900 freshmen of a rural junior high school to participate in the measurement of this study,and invited them to fill in the questionnaire at the end of the one-month entrance examination.Among the 820 questionnaires collected,260 middle school students are left behind in rural areas,and560 are not left behind in rural areas.In order to eliminate students cultural level,family income,parents and other factors influence on the results of the study,in the questionnaire to screen out and rural left-behind junior high school students the related conditions of 240 rural left-behind junior middle school students,2,3 months,and in the entrance of screened before 500 the countryside junior middle school freshman entrance to adapt to the performance of tracking measurement.The research results show that :(1)in terms of academic adaptation,junior middle school students who are left behind in rural areas at the beginning of enrollment are worse than those who are not left behind in rural areas,showing low academic performance and more absenteeism,but there is no significant difference between them in the end.(2)In terms of social adaptation,junior middle school students who are left behind in rural areas at the early stage of enrollment have a worse adaptation performance than those who are not left behind in rural areas.Specifically,the active construction level of junior middle school students who are left behind in rural areas is lower than that of junior middle school students who are not left behind in rural areas,but there is no significant difference between them in the end.(3)In terms of personal emotional adaptation,although junior middle school students who are left behind in rural areas at the early stage of enrollment have a worse adaptive performance than junior middle school students who are not left behind in rural areas,specifically,the self-efficacy of junior middle school students who are left behind in rural areas is lower than that of junior middle school students who are not left behind in rural areas,there is no significant difference between them in the end.The results show that although junior middle school students left behind in rural areas show maladjustment in the early stage of enrollment,there is no significant difference between their final enrollment adaptation performance and that of non-left-behind junior middle school students in rural areas.This shows that for rural junior middle school students,staying behind will not have a long-term impact on their social adaptability.