Mediating Effect of Psychological Capital and Academic Achievement on Left behind Children in Rural Areas

DOI

10.2991/erss-18.2019.24How to use a DOI?

Keywords

left behind children, academic achievement, psychological capital, mediating effect.

Abstract

The study shows that long working hours of parents will have a negative impact on children's performance, and the impact is unlikely to be offset by increasing family income; even if parents return home, it will not significantly improve children's performance. This shows that left behind phenomenon has adverse effects on children's learning. Psychological capital is a positive psychological resource owned by individuals, and a positive psychological force of similar states. On the one hand, psychological capital can directly act on academic performance, producing a gain; on the other hand, a good school atmosphere will play a positive role in promoting the development of students'psychological capital. This paper focuses on the analysis of survey data to explore the role of psychological capital in the adjustment of rural left-behind children's academic performance, so as to provide some ideas to improve the academic performance of Left-behind children.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Qiying Gan
PY  - 2019/01
DA  - 2019/01
TI  - Mediating Effect of Psychological Capital and Academic Achievement on Left behind Children in Rural Areas
BT  - Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018)
PB  - Atlantis Press
SP  - 124
EP  - 127
SN  - 2352-5398
UR  - https://doi.org/10.2991/erss-18.2019.24
DO  - 10.2991/erss-18.2019.24
ID  - Gan2019/01
ER  -