近年来，留守儿童已经成为中国不容忽视的一类弱势儿童群体，随着其数量日益激增， 留守儿童的问题也再次引发社会热议，农村留守儿童的健康发展问题也随之受到了社会各 界的广泛关注。但是，在留守儿童研究领域，由于留守儿童―父母一方或双方长期不在身边‖ 的突出身份标签，致使许多与父母相关的重要变量在留守儿童研究领域长期被忽视，例如： 父母教养投入作为父母教养中的关键变量，虽然在理论与实证层面均被证实对儿童的成长 发展有着不可磨灭的作用，但这一变量在留守儿童的研究领域却鲜有提及。纵使已有的几 篇相关文献均可论证：即便是对于留守儿童而言，父母教养投入仍然是影响儿童成长与发 展的关键性因素，尤其表现在对儿童适应能力发展的影响之中；留守儿童父母教养投入长 期偏低的现象已成为留守儿童学校适应不良的关键外因，但关于父母教养投入对留守儿童 影响，后续研究暂不明朗。那么父母教养投入又是如何对留守儿童学校适应水平产生影响 的呢？ 在我国，对于留守儿童学校适应水平的研究多聚焦于对个体内部心理资源的探索，且 关注变量单一。近年来，逆境信念作为一项重要的个体资源，已被证明对于弱势儿童、青 少年群体在认识逆境、对抗逆境，提高自身适应能力等方面有着重要作用，并已被证明对 于留守儿童情绪适应、生活满意度等有着重要影响，但这一变量却未见于―留守儿童学校适 应‖这一突出的热点课题研究中。纵观以往文献，逆境信念已被证明与父母教养、学业成绩 等有着重要联系。那么，对于留守儿童这一突出的弱势群体，长期被忽略的外部根源性因 素―父母教养投入‖、与新兴热点——个体内部重要的心理资源―逆境信念‖，又是如何对留 守儿童发展中的突出问题―学校适应‖产生影响的呢？本研究正是从外部、内部两个正向变 量出发，对三者关系的展开探讨，力图阐明三者间的详细作用机制，为留守儿童的健康发 展提供理论助益。 本研究采用方便取样法，抽取湖南省醴陵市小学及初中留守儿童为研究对象，共回收 有效问卷 547 份。其中，男生 303 人（占 55.4%），女生 244 人（占 44.6%），采用中国父 亲教养投入问卷、中小学生学校适应量表和中国人逆境信念问卷对其父母教养投入水平、 学校适应水平和逆境信念水平进行测查，并用 SPSS18.0 软件对所得结果进行数据分析，得 到结果： （1）父亲、母亲教养投入均可以正向预测留守儿童的学校适应能力，父亲、母亲教 养投入水平越高，留守儿童的学校适应水平越好。 （2）留守儿童父亲教养投入和母亲教养投入通过逆境信念的中介作用对留守儿童的 学校适应水平产生影响：其中，逆境信念在留守儿童母亲教养投入与其学校适应（社会能 力、反社会行为）之间起到部分中介作用；逆境信念在留守儿童父亲教养投入与其良好学 校适应（社会能力）之间起到部分中介作用，但在父亲教养投入与不良学校适应（反社会 行为）之间起到完全中介作用。

In recent years， left-behind children have become a group of vulnerable children that cannot be ignored in China. With the increasing number of left-behind children，the issue of left-behind children has once again aroused hot social discussion，and the healthy development of rural left-behind children has also attracted extensive attention from all sectors of society. But， in the study domain of left-behind children， because of left-behind children "one or both parents not around for a long time" the prominent status of labels，leaving many important variables related to parents in the study domain of left-behind children has long been neglected，such as: parents into the key variables，as parents although in theory and empirical level were confirmed for children's growth development has the indelible role，but it is a variable in the research field of left-behind children are rarely mentioned. Despite the existing several relevant literatures，it can be proved that parental investment is still a key factor affecting the growth and development of left-behind children，especially in the development of children's adaptability. The long-term low parental investment in left-behind children has become the key external cause of school maladjustment of left-behind children，but the follow-up research on the influence of parental investment on left-behind children is still unclear. So how does parental input affect the school adaptation level of left-behind children? In China，researches on the school adaptation level of left-behind children mostly focus on the exploration of individual internal psychological resources and single variables. In recent years，adversity as an important resource of individual belief， has been shown for disadvantaged children，youth groups in adversity，against adversity，improve their ability to adapt plays an important role in such aspects，and has been proven for left-behind children emotional adjustment，life satisfaction，and so on have important influence， but this variable was not found in school adjustment "left-behind children" the outstanding hot topics in the study. Throughout the literature，adversity beliefs have been shown to be significantly associated with parenting and academic performance. Then，for the left-behind children， a prominent vulnerable group， how do the long-neglected external root factors "parental education investment" and the emerging hot spot -- the important psychological resources within the individual "adversity belief" influence the prominent problem of "school adaptation" in the development of left-behind children? It is from the external and internal two positive variables that this study discusses the relationship between the three， and tries to clarify the detailed mechanism of the three，so as to provide theoretical help for the healthy development of left-behind children. A total of 547 valid questionnaires were collected from left-behind children in primary and junior middle schools in liling city，hunan province. Among them，303（55.4%）， the boys girls 244 people（44.6%），the father of China bred into questionnaire，primary and middle school students' school adjustment scale and the Chinese adversity into belief questionnaire for the parents and school adjustment and adversity faith levels to carry on the survey， results with SPSS18.0 software for data analysis，get the result: （1） both parental investment and parenting investment can positively predict the school adaptation ability of left-behind children. The higher the parental investment，the better the school adaptation of left-behind children will be. （2） paternal involvement and maternal involvement in left-behind children exert an influence on the school adaptation level of left-behind children through the mediating effect of adversity belief: adversity belief plays a partial mediating role between maternal involvement in left-behind children's education and their school adaptation（social ability and anti-social behavior）. Adversity belief plays a partial mediating role between parental involvement in left-behind children and their good school adaptation（social ability）， but a full mediating role between parental involvement and bad school adaptation（anti-social behavior）.