【摘要】 既有研究将留守儿童的行为问题归因于亲子分离、家庭教育欠缺等弱势处境，鲜有研究检验将留守儿童“问题化”的叙事是否会加剧其行为问题。基于社会分类理论对自我实现预言的相关讨论，本研究通过分析中国教育追踪调查（CEPS）数据，得出以下发现：第一，教师对留守儿童具有消极评价，这会促进其行为问题的发生；第二，这种影响的中介机制在于教师的负面评价导致留守学生更容易采取自食其果型的抵抗行动，更容易被推崇反学校文化的同伴群体所接纳。可见，教师对留守学生的差异性态度具有自我实现预言的作用，教师所采纳的问题化叙事的根源在于社会舆论对留守儿童问题的解读。本研究的发现为防止将弱势群体问题化的相关举措提供了实证依据。更多还原

【Abstract】 While some studies have attributed the behavioral problems of left-behind children in China to vulnerabilities such as parent-child separation and lack of family education,few studies have examined whether “ problematised ”narratives about left-behind children lead to a self-fulfilling prophecy effect,which exacerbates the behavioral problems of left-behind children. Integrating insights from social classification theory,research on teacher attitudes,and studies of anti-school culture,this study proposes a novel conceptual mechanism at the cultural belief level to explain the behavioral issues of left-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-behind children,which contributes to the emergence of behavioral problems.Second,such negative evaluations make left-behind students more likely to engage in self-defeating resistance and more readily accepted by peer groups that endorse anti-school cultural. Third,teachers ’ implicit biases and their effects are more pronounced in rural schools. These findings suggest that teachers ’ differentiated attitudes toward left-behind students play the role of self-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-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-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.更多还原