Abstract：Using the data of the China Education Panel Survey (CEPS) from 2014 to 2015，this paper empirically analyzes the influence of teacher support on the non-cognitive skills of rural left-behind children. The analysis reveals that： the non-cognitive skills of rural left-behind children are significantly lower than those of non-left-behind children. Teacher support has a significant impact on the development of non-cognitive skills of left-behind children， in particular， the support on learning， emotion and communication can have a significant positive effect on left-behind children’s learning perseverance， openness， school adaptation and communication ability， and the communication support has a significant negative impact on the negative emotionality of left-behind children. The higher the level of teacher support， the more advanced the non-cognitive skills of left-behind children will be. Improving the teacher evaluation system to stimulate the vitality of teachers to care for left-behind children， and highlighting the protective effect of teacher support on the development of non-cognitive skills of left-behind children， are of great significance to promote the healthy development of left-behind children in rural China.
雷万鹏 李贞义. 教师支持对农村留守儿童非认知能力的影响——基于CEPS数据的实证分析[J]. 华中师范大学学报（人文社会科学版）, 2020, 59(6): 160-168.
Lei Wanpeng Li Zhenyi. The Effect of Teacher Support on the Non-Cognitive Skills of Rural Left-Behind Children： An Empirical Analysis Based on the Data of CEPS. journal1, 2020, 59(6): 160-168.
2020, Vol. 59 
