The Development And Intervention Study On Subjective Well-being Of The Left-behind Children In Rural Primary Schools

Objective:To use questionnaire survey method to measure the development level of Subjective Well-being of left-behind children in rural primary school who study in senior grades(fifth and sixth grade),understand and analyze their Subjective Well-being status,and investigate their academic performance.Use the Subjective Well-being intervention program to intervene in some left-behind children with low levels of Subjective Well-being in rural primary school of senior grades(fifth and sixth grades),to improve their Subjective Well-being and academic performance.Methods:This thesis mainly contains two studies.Study one used the “Adolescent Subjective Well-being Scale” to investigate the current situation of students in grades 5—6 in 10 rural primary schools and 1county-level primary school in Shangli County,Pingxiang City.A total of1,000 questionnaires were distributed,1,000 were returned,and the recovery rate was 100%;excluding the missed and multiple selections of the Subjective Well-being questionnaire,808 valid questionnaires were finally obtained,with an effective rate of 80.80%.The questionnaires for left-behind children in grades 5 and 6 were screened,and 335 questionnaires for left-behind children,199 questionnaires for left-behind children in rural fifth and sixth grades,and 136 questionnaires for left-behind children in urban areas were selected.Study 2 used Subjective Well-being group intervention activities to intervene in Subjective Well-being of some left-behind children in grades five and six.Results:(1)Left-behind children in rural primary schools have lower scores on life satisfaction and positive affective dimensions.(2)There are significant differences in the Subjective Well-being of left-behind children in rural primary schools in gender,grade,staying time,and guardianship types.(3)The scores of all dimensions of Subjective Well-being of left-behind children in rural primary schools are significantly lower than those of non-left-behind children in higher grades in rural primary schools.(4)The Subjective Well-being of left-behind children in rural primary schools is significantly correlated with academic performance,and Subjective Well-being can significantly predict academic performance.(5)The level of Subjective Well-being of rural fifth and sixth grade left-behind children in the experimental group and the control group had no significant difference in the pre-test.There was no significant difference in the level of Subjective Well-being of the control group before and after the intervention,and there were significant differences in the level of Subjective Well-being of the experimental group before and after the intervention.Conclusion:(1)The level of Subjective Well-being of left-behind children in rural primary schools is low.(2)There are significant differences in the Subjective Well-being of left-behind children in rural primary schools in terms of gender,grade and staying time.(3)There are significant differences in the Subjective Well-being of left-behind children in rural primary schools and non-left-behind children.(4)The Subjective Well-being of left-behind children in rural primary schools is significantly correlated with academic performance,and Subjective Well-being can significantly predict academic performance.(5)Group intervention can effectively promote the overall level of Subjective Well-being of left-behind children in rural primary schools and improve their academic performance.