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Abstract
With the increasing transfer of rural labor, the problems of the left-behind children
attract extensive attention. This paper is based on a large sample random survey in
Jiangxi Province and Anhui Province’s primary and high school in China, researching
students and their guardians, head teachers, headmasters. The research applied a
combination of quantitative and qualitative methods to study on the effect of parents’
migrant working on the education of the rural left-behind children in details.
The study found that the effect changes with learning stages and subjects. The
supervision of parents and teachers is helpful to the left-behind children at primary
school stage, while it cannot show significant help to those at junior high school stage,
which may even have the opposite effect. The number of siblings and living on campus
do not have a negative effect on children’s study, which even have a positive effect in
some respects. Children’s own prospect of their education have a significant positive
effect on their learning performance, while parents’ prospect only have a positive effect
on learning performance of the left-behind children at junior high school stage.