A comparison of academic self-efficacy between rural left-behind children and non-left-behind children —— case study of junior two
student’s in Luzhengcountry Junior School
Introduction（500 words）
Background:
• Left-behind children: What is the Left-behind children (LBC);Why has this phenomenon in China?
• Self-efficacy and academic self efficacy
Research Deficiency
Research purposes: to identify whether left-behind children have a lower self-efficacy than non-left-behind children;
To find what are the main factors that influence LBC’s academic self-efficacy, focus on family reasons >>>>>the problem ofthe alternate-
generation education;
To give some suggestions to future study to improve this situation.
Research questions:
1. What is the current situation of junior two student’s academic self-efficacy?
2. Are left-behind children more likely to have a lower self-efficacy than non-left-behind children in rural area?
3. What are the main factors that result in the difference? Focus on family aspects
• Hypothesis: households that have migrant laborers have a significant influence on children’s academic self-efficacy;
Parents’ working years in urban area have a significant influence on their children’s academic self-efficacy;
The amount of time per year parents spend with their children has a significant influence on children’s academic self-efficacy.
The number of times parents contact with their children has a significant influence on children’s academic self-efficacy.
Objectives: summarize previous studies about left-behind children and academic self-efficacy; Make a comparative study between LBC and
non-LBC; to find effective ways or suggestions to future study to improve LBC’s academic self-efficacy.
Literature Review（2000 words）
Introduction
Research on academic self-efficacy
• Definition
• Main decisive factors
• Main functions
Left-behind children in rural China
• Definition
• Research on LBC’s academic aspect
• Research on LBC’s family aspect
• Research on LBC’s personal aspect
Literature critique
Methodology
Research Design
Setting
One class from junior 2in Luzheng country Junior School
Participants
Participants involve in junior two students in one class (30-40) and their class tutor in Luzheng country Junior School.
Materials
The tool used was a scale adapted by the Chinese researchers from foreign scholars.Based on the Morgan-Jinks student Efficacy scale and
Bandura’s self-efficacy scale, the scale adapted by Yufang (2004) presented good internal consistence, test-retest reliability, content
validity, construct validity and concurrent validity during examinations. Thus, this scale will be used to measure the LBC’s academic
self-efficacy.
Yufang, B. (2004). Compiling the Perceived Academic Self-efficacy Scale. Psychological Science (China).
Procedure
Firstly, the scale will be distributed to about 30 junior two students in one class.
Secondly, interview 4 children (2 LBC and 2 non-LBC, randomly choose from quesstionnaire) and their class tutor
Ethics
Results analysis
Data analysis
Limitations
Potential significance
Anticipated challenges