CAJ | 학술논문

农村留守儿童是我国城市化进程中的一个弱势群体，他们在家庭教育、学校教育、心理健康等方面都存在诸多问题。本文对山西省D市292名农村留守儿童进行研究，分析个人特征、家庭特征对留守儿童学习状况的影响。结果表明：年龄越大的留守儿童，人际交往越广，学习成绩越不好；留守女孩比男孩学习成绩更好；性格外向的留守儿童学习成绩更好；母亲外出的家庭中，留守子女的人际交往少并且不喜欢学习；子女个数多的家庭中，留守子女更不喜欢学习。
농촌류수인동시아국성시화진정중적일개약세군체，타문재가정교육、학교교육、심리건강등방면도존재제다문제。본문대산서성D시292명농촌류수인동진행연구，분석개인특정、가정특정대류수인동학습상황적영향。결과표명：년령월대적류수인동，인제교왕월엄，학습성적월불호；류수녀해비남해학습성적경호；성격외향적류수인동학습성적경호；모친외출적가정중，류수자녀적인제교왕소병차불희환학습；자녀개수다적가정중，류수자녀경불희환학습。
Rural left-behind children in China's urbanization process is a vulnerable group, who have many problems in family education, school education, mental health and so on. Using the data of 292 rural left-behind children in D city, Shanxi province, this paper analyzes the effects of individual and family Characteristics on learning of left-behind children. The results show that the older these left-behind children, the more extensive their interpersonal interactions, and the worse their grades; left-behind girls ’ grades are better than left-behind boys’; extroverted left-behind children have better learning performance than Introverted ones’; those left-behind children whose mothers are only migrant workers interact interpersonally less and aren’t more likely to enjoy learning; the more children in a family, the less likely to enjoy learning the left-behind children.