Abstract
As an important driving force of urbanization in China, how to promote the social integration of migrating population has always been an important issue. In this paper, we study the social integration of migrating children and its impact on their school adaptation by using a qualitative research method based on the perspective of psychological identity. Taking a middle school in Zhanjiang as an example, we conducted in-depth interviews with ten junior high school students and organized the data into a table to analyze them in conjunction with the interview content. It was found that social ties with teachers and classmates could help migrating children integrate better into school, but parents did not play a role in migrating children's school adjustment. In addition, migrant children's performance would be different for personal reasons even though they had adapted to school.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
