Investigation of Current Situation of Learning Motivation, Social Anxiety and Loneliness of the Left-behind Children in Rural Primary School

¹ School of Education, Hubei University of Science and Technology, 437100 Xianning Hubei, China
² Senior High School of Southern Hubei, 437100 Xianning Hubei, China

Abstract

Objective: To understand the situation of learning motivation, social anxiety and loneliness of the left-behind children. Method: Selecting three rural primary schools in Xian’an District of Xianning City to investigate left-behind situation, learning motivation, social anxiety and loneliness of pupils in Grades 4 to 6 in rural primary school in Xian’an District by the use of the MAAT-I-A which is revised by Zhou Bucheng, the Social Anxiety Scale for Children (SASC) and the Children’s Loneliness Scale (CLS). Results: (1) The learning motivation of the left-behind children in rural primary school is in a slightly higher medium level. Social anxiety is significantly higher than normal level in Chinese city, and the level of loneliness of about 1/5 of the left-behind children is relatively high. (2) The score of learning motivation, social anxiety and loneliness of the left-behind children in the level of knowledge learning has significant grade differences, without significant gender differences. (3) The level of learning motivation, social anxiety and loneliness of the left-behind children is slightly higher than that of non-left-behind children, but both differences are not significant.