学校氛围是指学校中被学生、教师等所感知或体验,并对其心理和行为产生持久稳定影响的学校人文环境特征[1]。研究表明,良好的学校氛围有助于激发学生学习动机,促进学习效率,提高学业成绩[2-4]。然而,当前研究结论多基于对普通儿童青少年的调查[5],大量实证研究表明,留守儿童由于缺乏父母的监管和教育,他们的学业成绩普遍较差[6-7],且低于非留守儿童[8]。因此本研究拟考察学校氛围对留守儿 School atmosphere refers to the characteristics of the school’s human environment which are perceived or experienced by students, teachers and so on in schools and have a lasting and stable impact on their psychology and behavior [1]. Research shows that a good school atmosphere helps to stimulate students’ learning motivation, promote learning efficiency and improve academic performance [2-4]. However, most current findings are based on surveys of ordinary children and adolescents [5], and a large number of empirical studies show that left-behind children generally have poor academic performance due to lack of parental supervision and education [6-7] Children [8]. Therefore, this study intends to examine the school atmosphere on left-behind children