The Impact of Social Support on the School Adaptation of Left-behind Children in Inner Mongolia Autonomous Region
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Abstract
This research aims to explore the social support available to left-behind children in the Inner Mongolia Autonomous Region during their school adjustment process and its impact on their adaptive performance. It also proposes policy recommendations for further optimizing the social support system to enhance the school adjustment capabilities of left-behind children. A quantitative research method was employed, using a survey conducted among 400 left-behind children in Inner Mongolia. The survey assessed the social support these children received from their families, schools, and government policies, as well as their school adjustment abilities. Data analysis was carried out using statistical tools such as one-way analysis of variance (ANOVA), Least Significant Difference (LSD) test, and multiple regression analysis. The results showed that social support, especially from family and school, had a significant positive effect on promoting learning adaptation and psychological well-being among left-behind children.
This research fills a gap in the study of left-behind children’s school adjustment in Inner Mongolia, a remote minority region, and integrates social support theory, educational management theory, educational equity theory, and psychological adaptation theory. The study systematically analyzes how multidimensional social support influences the academic and psychological adaptation of left-behind children. This comprehensive perspective not only provides theoretical innovation for understanding the adaptation challenges of left-behind children but also offers theoretical guidance for future educational policies and school management practices. Additionally, the survey conducted with 400 left-behind children in Inner Mongolia provides detailed empirical data. These data not only confirm the positive correlation between social support and school adjustment but also offer a solid foundation for future research in this area. Lastly, the study proposes recommendations for optimizing the support system to improve the school adaptation abilities of left-behind children, addressing gaps in their education. By creating a supportive environment for their growth, we can foster more outstanding talent among left-behind children.
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