The Relationship Between Conscience And Behavior At School Of Junior High School Students With Left-behind Experience:the Moderating Effect Of Self-regulated Learning

In order to alleviate the family economic burden,some rural parents decide to leave their hometown and find a job in a city,so they have to leave their children at home for a long time.As a result,their children lack enough education and care in the process of growing up,It may affect their physical and mental development and school adaptation.Previous studies have different conclusions on this.Considering that the impact of left behind experience on adolescence may be more obvious,in order to verify whether the left behind experience caused by the lack of family education will definitely affect the mental health development of left behind children,this study takes junior high school students with left behind experience as the research object,and pays attention to their conscience The current situation and relationship of self-regulated learning and school behavior.Objective:(1)to research the differences among conscience,self-regulated learning and school behavior of left-behind junior high school students;(2)to research the relationship among conscience,self-regulated learning and school behavior of left-behind junior high school students,and whether conscience can significantly predict school behavior;(3)to explore the relationship between conscience and school behavior of junior high school students with left behind experience Whether there is a regulatory role in the process of apoptosis.Methods: This study includes two parts: investigation and qualitative research.The research is to select 800 junior middle school students from two boarding middle schools with different education levels in Taoyuan County to complete the "youth conscience questionnaire","school behavior questionnaire" and "Self-regulated Learning Questionnaire".Spss23.0 and amos26.0 were used for descriptive statistics,t-test,ANOVA and model construction to explore the relationship between variables.Qualitative research is to use self-made semi-structured interviews,select 10 junior high school students with left behind experience as subjects,in-depth explore the related factors of conscience,school behavior and self-regulated learning of junior high school students with left behind experience,and use grounded theory to code and analyze the interview data.Result:(1)The total scores of conscience,self-regulated learning and school behavior of junior high school students with left behind experience are above the middle level.(2)Junior high school students have significant differences in conscience,school behavior and self-regulated learning total score,and the junior high school students without left behind experience are significantly higher than those with left behind experience.(3)There are no significant gender differences in conscience,school behavior,self-regulated learning total scores of junior high school students with left behind experience,but there are significant gender differences in some sub dimensions,specifically as follows: in terms of conscience,shame and compassion of male students is significantly lower than that of female students,and considering self-regulated learning,self acceptance of female students is significantly higher than that of male students.(4)There are significant school differences in conscience and its sub dimensions,self-regulated learning and its sub dimensions of junior high school students with left behind experience,and the key junior high school is significantly higher than the ordinary junior high school;there are also significant school differences in school behavior and its sub dimensions,and the ordinary junior high school is significantly higher than the key junior high school.(5)There are significant grade differences in conscience and forgiveness,filial piety,honesty,responsibility,right and wrong,gratitude and compassion among junior high school students with left behind experience,which are shown as follows: the highest in grade one and the lowest in grade two;there is no significant grade difference in shame;there are significant grade di ences in self-regulated learning and its sub dimensions among junior high school students with left behind experience,which are shown as follows There is no significant grade difference in school behavior and its sub dimensions of junior high school students with left behind experience.(6)Conscience,school behavior and self-regulated learning are positively correlated,and conscience can positively predict school behavior;Self regulated learning plays a positive role in the prediction of conscience to school behavior.(7)The characteristics of good / bad behavior in school can be shown by students’ psychology and behavior.The students with good psychological status are satisfied with their study and life,can well understand their role as students,and can make corresponding positive behaviors;Good behavior in school,loved by teachers and classmates.(8)Role identification,learning attitude and other 20 primary categories are the direct factors that affect the school behavior of junior high school students with left behind experience.Further induction and comparison,the personal factors,learning factors and other five subject categories are the important factors that affect the school behavior of junior high school students with left behind experience.(9)Learning status,learning methods and learning goals are the important factors for junior high school students with left behind experience to perceive their self-regulated learning status;Motivation,will,goal and cognition play a key regulatory role in the prediction of conscience on school behavior.Conclusion:(1)Gender,school type and grade have a significant impact on the conscience,school behavior and self-regulated learning of junior high school students with left behind experience.(2)The higher the self-regulation level,the more obvious the positive effect of conscience on school behavior.