A Study on Learning Engagement and Its Determinants Among Rural Left-Behind Children

Abstract

This study investigates the current status and determinants of learning engagement among rural left-behind children in China, with the aim of providing a scientific basis for educational interventions. A total of 491 ru - ral left-behind children were selected through convenience sampling. Standardized questionnaires were used to measure psychological characteristics including grit, subjective well-being, perceived social support, and growth mindset. Data were analyzed using ANOVA, correlation analysis, and multiple regression. The average learning engagement score was 3.651 (SD = 1.245), indicating a moderately high level. Significant differences were found in learning engagement based on access to mental health services (p < 0.001) and frequency of parent-child interaction (p = 0.003). Correlation analysis showed that grit (r = 0.580), subjective well-being (r = 0.675), perceived social support (r = 0.618), and growth mindset (r = 0.376) were all positively associated with learning e