This study discusses learning motivation among left-behind junior secondary students in China. It uses a literature review of 14 peerreviewed English articles. It analyses how left-behind students’ psychological resilience and the environment they live in influence their learning motivation. Much research shows that left-behind students have lower motivation than non-left-behind students, and this pattern is linked to anxiety and a weakened self-concept. Research also indicates that support from schools and families can substantially improve left-behind students’ motivation. At the school level, a positive phenomenon and strong relationships between teachers and students and among peers can significantly enhance their learning motivation, and teachers’ emotional and academic support plays an important moderating role. At the family level, parental expectations and high-quality interactions between parents and children can foster their educational aspirations and self-efficacy, which indirectly strengthen learning motivation. Based on these findings, this article recommends joint efforts by schools and families: build supportive classrooms and strengthen home–school communication at the school level, and provide sustained emotional and learning support at home, together to promote the sustainable development of learning motivation among leftbehind junior secondary students.
Shuhan Liu (Thu,) studied this question.