|
|
家庭经济状况感知如何影响青少年非认知能力：以父母参与为中介
|
Abstract:
作为对人力资本理论的拓展，越来越多的研究开始关注非认知能力是如何形成的以及对人的影响。通过分析中国教育追踪调查所收集的以青少年为调查对象的2013~2014年基线数据，本文考察了父母参与在家庭经济状况感知对青少年非认知能力的影响这一关系中的中介作用以及这种作用呈现出的异质性特点。基于结构方程模型的数据分析结果显示，家庭经济状况感知对青少年的非认知能力有显著的正向影响，父母参与在家庭经济状况和青少年非认知能力之间具有显著的中介作用，意味着家庭经济状况越良好，父母对子女的生活和教育参与越积极，青少年的非认知能力也会随之提高。本文还对父母参与在不同样本中差异化的中介作用给出了可能的解释。
The growing body of research in human capital theory has sparked interest in understanding how non-cognitive ability is formed and how it impacts individuals. This paper utilizes baseline data of adolescents from the China Education Panel Survey conducted in 2013~2014 to examine the mediating role of parental involvement in the relationship between the perception of family economic status and adolescents’ non-cognitive ability and the heterogeneity of this role. The data analysis results based on a structural equation model reveal that family economic status significantly and positively influences adolescents’ non-cognitive ability. Furthermore, it is shown that parental involvement plays a significant mediating role in this relationship, implying that higher family economic status leads to more active parental involvement in their children’s daily lives and education, resulting in improved adolescents’ non-cognitive ability. Additionally, this paper suggests a potential explanation for the varying effects of parental involvement in different sample groups.
| [1] | 周金燕. 人力资本内涵的扩展: 非认知能力的经济价值和投资[J]. 北京大学教育评论, 2015, 13(1): 78-95+189-190. |
| [2] | 盛卫燕, 胡秋阳. 认知能力、非认知能力与技能溢价——基于CFPS 2010-2016年微观数据的实证研究[J]. 上海经济研究, 2019(4): 28-42. |
| [3] | 乐君杰, 胡博文. 非认知能力对劳动者工资收入的影响[J]. 中国人口科学, 2017(4): 66-76+127. |
| [4] | 龚欣, 李贞义. 学前教育经历对初中生非认知能力的影响: 基于CEPS的实证研究[J]. 教育与经济, 2018, 34(4): 37-45. |
| [5] | 杜屏, 张世娇, 张雅楠. 父母工资收入对小学生非认知技能的影响及其机制的研究[J]. 教育经济评论, 2018, 3(2): 81-99. |
| [6] | García, J.L., Heckman, J.J. and Ziff, A.L. (2018) Gender Differences in the Benefits of an Influential Early Childhood Program. European Economic Review, 109, 9-22. https://doi.org/10.1016/j.euroecorev.2018.06.009 |
| [7] | 王慧敏, 吴愈晓, 黄超. 家庭社会经济地位、学前教育与青少年的认知-非认知能力[J]. 青年研究, 2017(6): 46-57+92. |
| [8] | 黄国英, 谢宇. 认知能力与非认知能力对青年劳动收入回报的影响[J]. 中国青年研究, 2017(2): 56-64+97. |
| [9] | 朱灵艳. 个人成长期父母缺位与其成年后社会交往行为之间的关系[J]. 学前教育研究, 2016(10): 29-37. |
| [10] | 李晓晶, 郭万军, 康玉坤, 等. 儿童期缺乏父母陪伴经历、被忽视及躯体虐待对大学新生情绪问题的影响[J]. 中国神经精神疾病杂志, 2014, 40(10): 590-595. |
| [11] | Bowles, S., Gintis, H. and Osborne, M. (2001) The Determinants of Earnings: A Behavioral Approach. Journal of Economic Literature, 39, 1137-1176. https://doi.org/10.1257/jel.39.4.1137 |
| [12] | Roberts, B.W. (2009) Back to the Future: Personality and Assessment and Personality Development. Journal of Research in Personality, 43, 137-145. https://doi.org/10.1016/j.jrp.2008.12.015 |
| [13] | Heckman, J. and Kautz, T. (2014) Fostering and Measuring Skills: Interventions That Improve Character and Cognition. In: Heckman, J.J., Eric Humphries, J. and Kautz, T., Eds., The Myth of Achievement Tests: The GED and the Role of Character in American Life, University of Chicago Press, Chicago, 341-430.
https://doi.org/10.7208/chicago/9780226100128.003.0009 |
| [14] | Rotter, J.B. (1966) Generalized Expectancies for Internal versus External Control of Reinforcement. Psychological Monographs: General and Applied, 80, 1-28. https://doi.org/10.1037/h0092976 |
| [15] | Heineck, G. and Anger, S. (2010) The Returns to Cognitive Abilities and Personality Traits in Germany. Labour Economics, 17, 535-546. https://doi.org/10.1016/j.labeco.2009.06.001 |
| [16] | 郑力. 班级规模会影响学生的非认知能力吗?——一个基于CEPS的实证研究[J]. 教育与经济, 2020, 36(1): 87-96. |
| [17] | 韩仁生, 王晓琳. 家长参与与小学生学习自我效能的关系研究[J]. 心理科学, 2009, 32(2): 430-432. |
| [18] | Fletcher, J.M. and Wolfe, B. (2016) The Importance of Family Income in the Formation and Evolution of Non-Cognitive Skills in Childhood. Economics of Education Review, 54, 143-154. https://doi.org/10.1016/j.econedurev.2016.07.004 |
| [19] | 李晓晗, 郑磊. 家庭社会经济地位对父母参与的影响及作用机制——基于CEPS数据的研究[J]. 教育经济评论, 2017, 2(1): 86-104. |
| [20] | Coleman, J.S. (1988) Social Capital in the Creation of Human Capital. American Journal of Sociology, 94, S95-S120.
https://doi.org/10.1086/228943 |
| [21] | 刘保中, 张月云, 李建新. 家庭社会经济地位与青少年教育期望: 父母参与的中介作用[J]. 北京大学教育评论, 2015, 13(3): 158-76+92. |
| [22] | 李波. 父母参与对子女发展的影响——基于学业成绩和非认知能力的视角[J]. 教育与经济, 2018, 34(3): 54-64. |
| [23] | Waanders, C., Mendez, J.L. and Downer, J.T. (2007) Parent Characteristics, Economic Stress and Neighborhood Context as Predictors of Parent Involvement in Preschool Children’s Education. Journal of School Psychology, 45, 619-636.
https://doi.org/10.1016/j.jsp.2007.07.003 |
| [24] | Jeynes, W.H. (2007) The Relationship between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42, 82-110. https://doi.org/10.1177/0042085906293818 |
| [25] | Kelly, W.E. (2004) As Achievement Sails the River of Time: The Role of Time Use Efficiency in Grade-Point-Average. Educational Research Quarterly, 27, 3-8. |
| [26] | Clifton-Sprigg, J. (2015) Educational Spillovers and Parental Migration. Labour Economics, 34, 64-75.
https://doi.org/10.1016/j.labeco.2015.02.011 |
| [27] | 雷雳, 王争艳, 李宏利. 亲子关系与亲子沟通[J]. 教育研究, 2001, 22(6): 49-53. |
| [28] | Violato, M., Petrou, S., Gray, R., et al. (2011) Family Income and Child Cognitive and Behavioural Development in the United Kingdom: Does Money Matter? Health Economics, 20, 1201-1225. https://doi.org/10.1002/hec.1665 |
| [29] | 李乐敏, 党瑞瑞, 刘涵, 等. 父母陪伴对青少年非认知能力的影响——基于亲子共餐视角的准实验研究[J]. 人口与发展, 2020, 26(2): 88-98. |
| [30] | 温忠麟, 侯杰泰, 马什赫伯特. 结构方程模型检验: 拟合指数与卡方准则[J]. 心理学报, 2004, 36(2): 186-194. |
| [31] | 温忠麟, 张雷, 侯杰泰, 等. 中介效应检验程序及其应用[J]. 心理学报, 2004, 36(5): 614-620. |
