| The academic achievement of rural left-behind children has always been a focus of attention from all walks of life.Social-emotional learning ability has a significant positive impact on the academic achievement of primary and secondary school students,especially for disadvantaged groups.Rural left-behind children are a relatively disadvantaged group,so does social-emotional learning ability still have a significant positive impact on the academic achievement of rural left-behind children? And what is its mechanism of action? In order to answer the above questions,this paper mainly adopts the method of questionnaires,and distributes questionnaires in 7 primary and secondary schools in the subordinate counties and towns of Henan Province,Hubei Province,and Jiangsu Province.To describe the current situation of ability and their academic achievement,and then perform regression analysis on different variables to explore the impact of rural left-behind children’s social-emotional learning ability on their academic achievement,as well as the impact of school support and family support on rural left-behind children’s academic achievement,Then,a structural equation was established to explore the mediating role of school support and family support in social support in the impact of social-emotional learning ability on the academic achievement of rural left-behind children,and selected individual rural left-behind children to conduct unstructured interviews,and made some empirical results.Explain,and finally draw conclusions and enlightenments on this basis.First,based on the results of the questionnaire survey,this paper briefly expounds the social-emotional learning ability and academic achievement status of rural leftbehind children,and makes a comparative analysis with non-rural left-behind children.The study found that there was no significant difference between rural left-behind children and non-rural left-behind children in terms of academic achievement,academic ability,academic emotion,and non-rural left-behind children,but they were slightly worse than non-rural left-behind children in terms of academic performance.Secondly,based on the questionnaire data,using SPSS25.0 and AMOS24.0statistical software,the gender,grade,boarding or not,and whether they have class cadre experience of rural left-behind children were used as control variables,and the six dimensions of social-emotional learning ability were analyzed separately.The impact on the academic performance,academic ability,and academic-emotional development of rural left-behind children,and the mechanism of school support and family support in the impact of social-emotional learning ability and academic achievement.The study found that:(1)social-emotional learning ability has a significant positive impact on the academic achievement of rural left-behind children;(2)family support and school support have a significant positive impact on the academic achievement of rural left-behind children;(3)social Emotional learning ability has a positive effect on the academic achievement of rural left-behind children through the mediating effect of school support;(4)Social-emotional learning ability has a positive effect on the academic achievement of rural left-behind children through the mediating effect of family support.Finally,based on the empirical research results,this study draws the following inspirations: pay attention to individual differences in student development,and pay attention to students with weak social-emotional learning ability;learn from successful foreign experiences,set up relevant courses and focus on subject penetration;create a safe and positive environment The school environment,play the supporting role of the school;build a good family relationship,strengthen home-school cooperation. |
