Study On Improving The Level Of Learning Engagement Of Left-behind Children In A School

Left-behind children are children whose parents go out for a long time,and who go home to see their parents no more than twice a year,and are difficult to obtain complete parental companionship.The psychological capital of left-behind children is the definition of the positive psychological ability and mentality of left-behind children from the perspective of positive psychology.The academic emotion of left-behind children refers to the emotional state of left-behind children in learning activities.Learning engagement shows the degree of involvement of left-behind children in learning.Primary school is the basic stage of life and a key period for students’ growth.In this critical period,left-behind children are more likely to have many problems.This enlightens us to pay more attention to the mental health of left-behind children.This study takes the students from grade 3 to grade 6 of Xiyong No.1 Primary School in Chongqing Science City as the research object,and uses the scale of psychological capital of left-behind children,the scale of academic emotion of primary school students and the scale of learning input of left-behind children as the research tools.The purpose is to elaborate the relationship between primary school students’ learning input,psychological capital and academic emotion,and provide new ideas for improving left-behind children’s learning input.This study includes four studies:(1)the differences in learning engagement between left-behind and non left-behind children,(2)the current situation of left-behind children’s learning engagement,psychological capital,and academic emotions,(3)the relationship between left-behind children’s learning engagement,psychological capital,and academic emotions,and(4)intervention research to enhance left-behind children’s learning engagement.The results show that there is a significant difference in learning engagement between left-behind children and non left-behind children;There is a significant positive correlation between learning engagement,academic emotions,and psychological capital of left-behind children;And academic emotions play a mediating role between psychological capital and learning engagement;Intervention programs can significantly improve the psychological capital and academic emotional level of left-behind children,and the level of learning engagement has also been significantly improved.Through this study,we can find that due to their special growth environment,the development of psychological capital and the cultivation of academic emotions of left-behind children are significantly poor.In this case,it is difficult to improve learning engagement,which is why the learning status of left-behind children is generally worse than that of non left-behind children.Therefore,schools and teachers should focus on cultivating the psychological capital and academic emotions of left-behind children in order to better enhance their learning engagement,rather than blindly teaching knowledge.