Hierarchical Model Research On Class Environment,Teachers’ Emotional Labor And Positive Psychological Quality Of Left-behind Children In Boarding Schools

In recent years,with the rapid development of China’s economy and the deepening of the urbanization process,more and more attention has been paid to the education of left-behind children in rural areas.Rural boarding school as a special form of schooling,to ensure that rural school-age children can receive compulsory education.In the previous studies on left-behind children,most of the psychological problems that may occur or exist in left-behind children were investigated from the perspective of problems.However,left-behind children are also developing individuals,and like other children,they also contain endless development potential.How to cultivate positive psychological qualities of left-behind children,enable them to acquire positive emotions and positive personalities,and promote positive self-development has become an urgent problem to be solved in boarding schools.Based on this,based on the existing research,this study discusses the characteristics of teachers’ emotional labor,class environment,the level of positive psychological quality of boarding left behind children and the relationship between them,and puts forward effective suggestions on how to give full play to the role of boarding schools and improve the level of positive psychological quality of left behind children.In this study,1700 left behind children and their head teachers in Grade 7,8 and 9 in 65 classes of six boarding middle schools in Guizhou Province and Shandong Province were selected as the research objects.Using the class psychological environment scale,adolescent psychological resilience scale,children’s hope scale and teachers’ emotional labor questionnaire as research tools,SPSS and HLM software were used to investigate and analyze the class environment The characteristics of teachers’ emotional labor and the positive psychological quality of boarding left behind children and the relationship between them.It was found that:(1)The level of positive psychological quality of boarding and left-behind children is generally good,but there are significant differences in gender and grade.The specific performance is as follows:in the dimension of hope trait total score and path thinking,boys are better than girls,and girls are better than boys in the two dimensions of total psychological toughness score and family support and interpersonal assistance.Compared with grade 8 and 9,grade 7 students’ positive psychological quality is relatively better.(2)The level of class environment perceived by boarding left behind children is high,there is a significant difference in the dimension of psychological support in gender,the score of girls is significantly higher than that of boys,and there is no difference in the total score of class environment and other dimensions in gender.In the difference test of grades,there is a significant difference in the total score of class environment,and grade 7 is better than Grade 8 and 9.(3)The total score of teachers’ emotional labor and the scores of each dimension have no difference in grade and gender.(4)Teachers’ emotional labor is positively correlated with class environment,psychological resilience and hope;Class environment is positively correlated with psychological resilience and hope.(5)The results of the null model test show that there are class-level variations in the positive psychological qualities of left-behind children.The random regression model found that the class environment had a significant positive predictive effect on the positive psychological quality of boarding and left-behind children,and different classes had different effects on the positive psychological quality of boarding and left-behind children.The slope model(complete model)shows that the total score of teachers’ emotional labor,passive deep behavior,and surface behavior have no moderating effect on the relationship between class environment and positive psychological quality;active deep behavior enhances the relationship between class environment and positive psychological quality.That is,the more active deep behavior strategies teachers use in the classroom,the greater the impact of students’ perceived class environment on their positive psychological quality.