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In recent years, with the increasing number of the left-behind children, the left-behind children’s problems rapidly appear, this special community group have gradually aroused great concern from the whole society since 2004,scholars have conducted extensive research from different angles. Left-behind children were separated from their parents, lack of family care and education, loneliness is their first problem. In order to better discuss left-behind children’s loneliness, personality characteristics and social support,I select four classes from a primary school in Zhuanglangxian Wolongxiang,180 subjects were randomly selected from the fourth, fifth, sixth grades. Respectively, Eysenck Personality Questionnaire (EPQ) Kids, Children’s Loneliness Scale (CLS) and the Social Support Rating Scale (SSPS) for testing. By the analysis the left-behind and non-left-behind children’s loneliness, personality and social support from gender, grade, boarding, family integrity, and care type, we reach the following conclusions:First, the status of the left-behind and non-left-behind children’s loneliness, personality and social support:1. In loneliness variable and family type dimensions, the left-behind children’s loneliness between the complete and incomplete family were significant difference ; In caring dimensions, the left-behind children’s loneliness were greatly different with the different care types .In addition, the left-behind and non-left-behind children’s loneliness were not different in gender, grade, boarding, family integrity, and care type.2. Grade four, five, six were significant different between the personality variables, grade dimensions and within or outgoing ; the left-behind children boarding and not boarding were significant different in within or outgoing dimensions; lodging and outgoing components between ; the left-behind children were significant different in parents work out dimensions and psychoticism and hide component .In addition, the left-behind and non-left-behind children’s loneliness were not different in gender, grade, boarding, family integrity, and care type.3. Grade four, five, six were significant different in social support variables, grade dimensions and the use degrees of subjective support and support component ; Grade four, five, six were significant different in objective support component .In addition, the left-behind and non-left-behind children have no difference in gender and grade. Second, relevant circumstances of the left-behind and non-left-behind children’s loneliness, personality and social support:1.The left-behind and non- left-behind children’s loneliness and subjective support was significantly negative correlation , and also negative correlation of the use degree of support ).2.The left-behind and non- left-behind children’s neurotic personality and subjective support was significantly negative correlation , the extraversion of personality and objective support was significantly positive correlation , the extraversion of personality and and loneliness was significantly negative correlation . Left-behind children personality psychoticism and neurotic was significantly positive correlation, psychoticism and hide was significantly negative correlation.While non-left-behind children’s hide, psychoticism and neurotic was significantly negative correlation .3. Left-behind children’s subjective support and objective support, subjective support and the use degree of support, objective support and the use degree of support is highly positive correlation . The non-left-behind children’s subjective support and the use degree of support was a significantly positive correlation.
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