| Rural left-behind children refer to children who are left behind in the countryside with their grandparents while one or both parents go to work in large cities.With the continuous realization of the Chinese dream,more and more rural labor forces are moving to cities and developed areas,leading to a sharp increase in the number of rural left-behind children.As the reserve army for realizing the great rejuvenation of the Chinese nation,rural left-behind children have received extensive attention from scholars in psychology,education,sociology,and other disciplines.Since the parents of rural left-behind children are less involved in their growth process,when they encounter difficulties in their growth process,their parents cannot provide timely help,so peer relationships are of great significance and value to them.The emotional support and help provided by peers are beneficial to the development of self-concept,psychological health,and behavioral problems of left-behind children.The purpose of this study is to understand the characteristics of social anxiety and peer relationships in rural left-behind children and to explore the influence of traditional ethnic sports activities on their social anxiety and peer relationships.This study mainly uses field investigation,questionnaire,interview,and mathematical statistics methods.Students in grades 3-6 of Chengjiang Primary School in Beibei District,Chongqing City were selected as the survey objects.A total of 280 questionnaires were distributed,and 266 valid questionnaires were collected,with an effective recovery rate of 95%;among them,133 left-behind children accounted for 50%of the total.Based on the answers to the "Children’s Social Anxiety Scale" and the "Peer Relationship Questionnaire",their social anxiety,peer relationships,and participation in traditional ethnic sports activities were analyzed,and the relationship between the three was further explored.Finally,the test data was statistically analyzed using SPSS22.0.The following conclusions were drawn:1.Compared with non-left-behind children,left-behind children at Chengjiang Primary School have higher levels of social anxiety and poor quality of peer relationships.2.Among left-behind children at Chengjiang Primary School,double left-behind children have the most severe social anxiety and the worst peer relationships.3.Participating in the Beiquan Bench Dragon Activity has a positive impact on the social situation of left-behind children.The longer the exercise time and the higher the exercise frequency,the lower the level of social anxiety and the better the peer relationships of left-behind children.Left-behind children who participate in the school dragon dance team have significantly lower social anxiety and significantly better peer relationships than those who do not participate.4.There is a significant positive correlation between participating in the Beiquan Bench Dragon Activity and peer relationships;there is a significant negative correlation between participating in the Beiquan Bench Dragon Activity and social anxiety;there is a significant negative correlation between peer relationships and social anxiety.5.Participating in the Beiquan Bench Dragon Activity can not only directly affect the peer relationships of left-behind children but also indirectly affect their peer relationships through social anxiety.Based on the findings,the following recommendations were made:1.Schools should strengthen the cultivation and support of social skills for leftbehind children,especially for left-behind children with high levels of social anxiety and poor peer relationship quality,and need to provide more social opportunities and activities.For left-behind children,more targeted help measures are needed to help them improve social anxiety and peer relationships.2.Schools can encourage left-behind children to participate in Beiquan Bench Dragon Activities and the School Dragon Dance Team,providing more exercise time and opportunities to help them improve their social situation and peer relationships.Schools can promote communication and interaction among left-behind children and improve the quality of peer relationships between left-behind children by promoting social activities such as the Beiquan Bench Dragon Activity.3.Schools should pay more attention to Beiquan bench dragon activities and encourage students to participate in bench dragon activities.Make full use of the Beiquan Bench Dragon activities to promote the physical and mental health development of leftbehind children in rural areas.Physical education teachers should strive to improve their theoretical knowledge and teaching ability,better integrate Minbeiquan bench dragon into the physical education curriculum,and give full play to its greatest function in education.4.Parents should pay attention to and support the social situation of left-behind children,encourage them to participate in various social activities,and help them establish good peer relationships. |
PDF Full Text Request