Page 216 - 《社会》2025年第3期

教师态度和同伴效应：留守儿童行为问题的自我实现预言

school culture，this study proposes a novel conceptual mechanism at the cultural
belief level to explain the behavioral issues of left鄄behind children. Drawing on data
from the second and third waves of the China Education Panel Survey（CEPS），this
study employs a series of methods including instrumental variable regression and
structural equation modeling to examine this mechanism in causality level. The main
findings are as follows：first，teachers tend to hold negative evaluations of left鄄
behind children，which contributes to the emergence of behavioral problems.
Second，such negative evaluations make left鄄behind students more likely to engage
in self鄄defeating resistance and more readily accepted by peer groups that endorse
anti鄄school cultural. Third，teachers’ implicit biases and their effects are more
pronounced in rural schools. These findings suggest that teachers’ differentiated
attitudes toward left鄄behind students play the role of self鄄fulfilling prophecy. It is
worth noting that a major source of the problematizing narratives adopted by teachers
lies in the broader public discourse，which tends to frame the issue of left鄄behind
children as a sever social problem affecting China’s population quality （or suzhi）.
The widespread circulation of such narratives in public discourse reinforces a
schematic association between left鄄behind status and behavioral problems in
prevealing cultural beliefs. This study underscores the critical role of teachers in the
reproduction of educational inequality and provides empirical evidences for the need
to resist the problematization of disadvantaged student groups.
Keywords：left鄄behind children， social classification， peer effect， self鄄fulfilling
prophecy， China Education Panel Survey

一、 研究问题

在学术研究和政策话语中， 留守儿童通常被表述为一个“问题群
体”或“弱势群体”，许多学者将留守儿童在父母陪伴、学业发展、心理
健康、人格成长等方面的弱势视为某种本质性的缺陷，并将其作为对农
村留守儿童人格缺陷和行为失范的解释，使这一群体被“问题化”。 例
如，有研究指出，由于缺乏父母行为示范以及亲子陪伴，留守儿童更容
易被“反学校文化”所俘获，表现出更多的行为问题（戴斌荣等，2022；廖
友国等，2021）。然而，这种审视留守儿童的“问题化视角”具有明显的局
限性，许多研究指出，留守经历作为一个宽泛的标签化概念对于儿童的

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