农村留守儿童成就目标定向、学业情绪与学习投入的研究综述
A Review on Achievement Goal Orientation, Academic Emotion and Learning Engagement of Rural Left-Behind Children

农村留守儿童教育是当今社会关注的焦点之一。近年来，学习投入作为学业动机和学业表现的有效预测指标，不仅是衡量学生学习能力的重要尺度，也是预测学生学业成绩的重要近端因素，因而受到了研究者的高度关注。研究发现，家庭、学校以及个体都可能对学生的学习投入产生影响，并且部分国内外学者已从个体因素出发研究农村留守儿童学习投入问题，并取得一定的成果。也有学者分别研究成就目标定向、学业情绪对学生学习投入的影响，但是鲜少有学者将成就目标定向、学业情绪、学习投入三者结合讨论，因此，探究如何激发和培养农村留守儿童的学习投入，为他们今后的健康发展提供指导，是非常必要且有意义的。
The education of left-behind children in rural areas is one of the focal points of today’s society. In recent years, as an effective predictor of academic motivation and academic performance, learning engagement is not only an important measure of students’ learning ability, but also an important proximal factor to predict students’ academic performance, so it has been highly concerned by researchers. It is found that families, schools and individuals may all have an impact on students’ learning involvement, and some domestic and foreign scholars have studied the learning involvement of rural left-behind children from the perspective of individual factors, and achieved certain results. Some scholars have studied the influence of achievement goal orientation and academic emotion on students’ learning engagement, but few scholars have combined achievement goal orientation, academic emotion and learning engagement. Therefore, it is very necessary and meaningful to explore how to stimulate and cultivate the learning engagement of rural left-behind children and provide guidance for their future healthy development.