The Influence of"Left-Behind"on Empathy Development of Rural Primary School Children
Paying attention to the emotional and social development of rural children is an important aspect of current rural education,and empathy is an important way to enhance individ-ual positive emotion and promote individual social adaptation.At present,there are quite a pro-portion of children in rural schools who are left behind or used to be left behind,so it has positive significance to explore the impact of"left-behind"on the development of rural children's empa-thy.In this study,questionnaire survey was adopted to deconstruct"left-behind"into two di-mensions:"objective left-behind"and"subjective left-behind".951 children from 6 rural pri-mary schools in the mountainous area of northern Hebei were taken as research objects.The BES and self-report questionnaire were used as research tools,and SPSS software was used for data a-nalysis and processing.The results showed that"left-behind or not"and"left-behind type"in"objective left-behind situation"had no significant difference in the influence of children's em-pathy development,but"gender factor"had significant difference in the influence of children's empathy development.The cognitive style and the tendency of mindset in"subjective left-behind feeling"had significant differences on children's empathy.Conclusions:Left-behind children and non-left-behind children have the same level of empathy development.Different types of left-behind children have similar levels of empathy development.Left-behind girls are significantly better than left-behind boys in empathy development.The empathy development of children with positive cognitive style is significantly better than that of children with negative cognitive style.The empathy development of children with growth mindset is significantly better than that of chil-dren with fixed mindset.
国家科技期刊平台
NSTL
万方数据
