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
• Left-behind children: What is the Left-behind children (LBC);Why has this phenomenon in China?
• Self-efficacy and academic self efficacy
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-
To give some suggestions to future study to improve this situation.
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: summarise 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）
Research on academic self-efficacy
• Main decisive factors
• Main functions
Left-behind children in rural China
• Research on LBC’s academic aspect
• Research on LBC’s family aspect
• Research on LBC’s personal aspect
One classfrom junior 2in Luzheng country Junior School
Participants involve in junior two students in one class (30-40) and their class tutor in Luzheng country Junior School.
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
Yufang, B. (2004). Compiling the Perceived Academic Self-efficacy Scale. Psychological Science (China).
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
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