摘要
留守儿童是当今社会关注的焦点,之前的研究更多集中于留守儿童的心理健康,缺乏对他们学习方面的关注。近些年,学习投入的概念受到学者们高度的关注,这主要是由于学习投入和随后的学习成绩之间存在着假设的联系。关于学习投入影响因素的研究,国内外学者认为主要有:个体因素、家庭因素和学校因素。然而,目前的研究较少探讨留守儿童学校因素对学习投入的影响。已有学者从家庭角度研究留守儿童的学习投入问题,并取得一定的成果。也有学者分别研究同伴关系和学业情绪对学生学习投入的影响。目前,鲜有学者将同伴关系、学业情绪和学习投入三者结合讨论。因此,探究如何激发和培养留守儿童的学习投入,为他们今后的健康发展提供指导,是非常必要且有意义的。
Left-behind children are the center of attention in today’s society, and previous studies have fo-cused more on the mental health of left-behind children and lacked attention to their learning as-pects. In recent years, the concept of learning engagement has received a great deal of attention from scholars, mainly due to the assumed link between learning engagement and subsequent aca-demic performance. With regard to the research on the factors influencing learning engagement, scholars at home and abroad believe that there are mainly: individual factors, family factors and school factors. However, current research has less explored the influence of left-behind children’s school factors on learning engagement. Scholars have studied the learning engagement of left-behind children from the family perspective and achieved some results. Some scholars have al-so studied the effects of peer relationships and academic emotions on students’ learning engage-ment separately. At present, few scholars have discussed the combination of peer relationships, academic emotions and learning engagement. Therefore, it is necessary and meaningful to explore how to stimulate and cultivate the learning engagement of left-behind children to provide guidance for their future healthy development.
出处
《心理学进展》
2023年第10期4440-4445,共6页
Advances in Psychology
