西部农村留守儿童学业绩效的影响因素与改善路径  

The Influence Factors and Improvement Approaches of the Academic Performance of Left-behind-Students in Western Rural China

作　　者：梅红[1] 宋倩楠 王静静[1] MEI Hong;SONG Qiannan;WANG Jingjing(School of Public Policy and Administration,Xi′an Jiaotong University,Xi′an 710049,China)

机构地区：[1]西安交通大学公共政策与管理学院,陕西西安710049

出　　处：《西安交通大学学报（社会科学版）》2018年第5期67-74,共8页Journal of Xi'an Jiaotong University：Social Sciences

基　　金：国家社科基金项目(17BSH071)

摘　　要：由于自然条件局限、家庭教育缺失等因素,西部留守儿童中超过正常学龄的学生占28.89%,构成一个不容忽视的特殊群体。本研究调查发现,与其他学生相比,超龄留守学生在学业绩效、学业满意、父母沟通频率、父母师生关心、学校融入等方面得分更低。对于所有学生而言,性别、学业满意、周生活费水平、学校融入等因素都会正向影响学业绩效;父亲受教育程度、与母亲沟通频率、同伴关心等因素对正常学龄留守学生的学业绩效有正向影响,却不适用于超龄留守学生;与父亲沟通频率、教师关心等因素却对超龄留守学生具有显著影响。依据以上发现,改善超龄学生家庭关爱模式、调整师生互动方式将对促进学业发展产生积极影响。Overage students accounts for 28.89%out of the left-behind children in the western rural China because of natural condition limit and poor family education,and it is a special group which can not be ignored.This paper,based on relevant data,found that compared with other students,overage left-behind students have lower scores in academic performance,academic satisfaction degree,frequency of parent interaction,others′care and school integration.For all of the students,further study found that gender,academic satisfaction degree,weekly expenses,school integration and other factors positively affect their academic performances.Besides,father′s educational attainment,mother-child communication frequency,peers′care and other factors have a positive impact on normal school-age students academic performances,but not on those overage left-behind students;while father-child communication frequency and teachers′care have a significant positive impact on overage left-behind students.Therefore,this paper suggest that improving the family care model and adjusting the way of teacher-student interaction of overage students have a positive impact on promoting their academic developments.

关 键 词：西部农村 留守学生 学业绩效 超龄学生 学校融入 家庭教育 家庭关爱 

分 类 号：G525.5[文化科学—教育学]