Research on Self-Efficacy Improvement Strategies of Rural Left-Behind Children from the Perspective of Socio-Ecological System

留守儿童作为社会中的一个特殊群体，实则是家庭经济收入匮乏与抚养教育职责缺失双重困境下的一种城乡二元结构的制度性衍生物。通过分析相关政策文件，实地参与式观察和非结构式访谈获取资料，借助社会生态系统理论对广西少数民族自治县D县N村留守儿童自我效能感进行全面梳理。研究发现，农村留守儿童自我效能感普遍低下，呈现情绪障碍与心理困境、人际交往缺失与自我管理难题、学业困境与应对能力弱化以及社会适应不良与行为偏差样态。其中，家庭照护资源匮乏、教学资源分配不均以及社会支持体系缺失是自我效能感低下形成原因。文章提出应构建“家–校–社”协同育人体系，以期改善留守儿童的成长环境和心理状态，增强其自我效能感。As a special group in society, left-behind children are actually a product of the compromise of the times under the dual dilemma of lack of family economic income and lack of parenting and education responsibilities. Through the analysis of relevant policy documents, field participatory observation and unstructured interviews, the self-efficacy of left-behind children in N Village, County D, Guangxi Ethnic Minority Autonomous County was comprehensively sorted out with the help of socio-ecological system theory. The study found that the self-efficacy of rural left-behind children was generally low, showing emotional disorders and psychological difficulties, lack of interpersonal communication and self-management problems, academic difficulties and weakened coping ability, and social maladjustment and behavioural deviations. Among them, the lack of family care resources, the uneven distribution of teaching resources, and the lack of social support system are the reasons for low self-efficacy. This paper proposes to construct a “home-school-community” collaborative education system in order to improve the growth environment and psychological state of left-behind children, and enhance their self-efficacy.