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| The Effect of Teacher Support on the Non-Cognitive Skills of Rural Left-Behind Children： An Empirical Analysis Based on the Data of CEPS |
| Lei Wanpeng Li Zhenyi |
| School of Education， Research Center of Basic Education， Central China Normal University， Wuhan 430079 |
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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.
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Received: 17 November 2020
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2020, Vol. 59 
