No abstract

School climate has been reported to have an important impact on children’s achievement motivation, but the mechanism for the impact of school climate on left-behind children has not been fully explored. The purpose of this study is to investigate the roles of left-behind children’s learning adaptability and teacher support in mediating and moderating the relationship between school climate and achievement motivation. In this study, 1,417 left-behind children were surveyed. The results showed that: (1) after controlling for gender and age, the school climate still had a positive effect on the achievement motivation of left-behind children (c′ = 0.177, p < 0.001). (2) School climate perceived by left-behind children directly predicted their achievement motivation, and indirectly through their learning adaptability (a1 = 0.338, p < 0.001; b = 0.341, p < 0.001). In other words, left-behind children’s learning adaptability may play an intermediary role between school climate and achievement motivation. (3) The indirect effect of school climate on achievement motivation through learning adaptability was moderated by teacher support (a2 = 0.153, p < 0.001), and this indirect effect was more significant for left-behind children who perceived high teacher support. The research reveals the importance of school climate and teacher support to the growth and development of left-behind children, thus holding theoretical significance for improving the achievement motivation of left-behind children.

Studies have revealed the influence of parent–child relationships on the learning adaptability of left-behind children. However, the researchers have not explored the mechanisms underlying the parent–child relationships of left-behind children. The purpose of this study was not only to examine the mediating role of peer attachment in the relationship between parent–child relationships and learning adaptability but also to explore the moderating variable of separation duration in the relationship between parent–child relationships and peer attachment. The study examined 1,555 left-behind children and found that, after controlling for gender and grade, parent–child relationships positively predicted learning adaptability; peer attachment mediated the relationship between parent–child relationships and learning adaptability, and separation duration moderated the effect of parent–child relationships on peer attachment. The study reveals the importance of parent–child relationships and peer attachment in the growth and development of left-behind children, which is important for the improvement of left-behind children’s learning adaptability.

In order to solve the nonlinear mechanism in the process of actual control application of six-degree-of-freedom parallel Stewart platform, the chaos theory was applied in the paper to analyze the acceleration control signal. The research included correlation dimension calculation by use of the G-P method, the maximum Lyapunov coefficient of the acceleration control signal, and Kolmogorov entropies of the acceleration control signal. The results show that the acceleration signals are of chaos characteristics, and there are lots of influencing factors to the acceleration variables.

Determination of the levels of leukocyte CyP mRNA may be of assistance in cyclosporine A therapy.