人力资本视域下家庭结构对农村儿童非认知能力的影响机制与优化路径
The Impact Mechanism and Optimization Pathways of Family Structure on Rural Children’s Non-Cognitive Abilities from the Perspective of Human Capital

非认知能力是人力资本的重要组成部分，在个人的情感健康、职业发展等方面起到关键作用，但当前我国农村儿童非认知能力在多个维度的表现都显著落后于城市同龄人，非认知能力发展的短板成为农村人力资本发展的现实障碍。本研究考察不同家庭结构影响下家庭成员构成、家庭经济状况、父母教养方式等因素对农村地区儿童非认知能力的影响，并从农村家庭结构多元化与功能弱化、农村家庭期望与情感支持不对等、传统教育观与现代教育观的冲突和农村家庭资源与社会支持的不足四个维度揭示了农村家庭结构及其相关因素对非认知能力的现实制约状况。最后，根据中国农村社会发展的特点和农村发展现状等方面，提出从家庭教育意识深化、家庭结构调整、明确家庭成员分工、整合家社校三方资源、提高农村家长教育能力等现实优化路径，以更好满足当前经济社会发展大背景下农村儿童非认知能力建设的现实需求，促进城乡教育均衡发展。
Non-cognitive abilities constitute a critical component of human capital, playing a pivotal role in individuals’ emotional well-being, career development, and broader life outcomes. However, rural children in China currently exhibit significant deficiencies in multiple dimensions of non-cognitive abilities compared to their urban counterparts, posing a practical impediment to the advancement of rural human capital. This study investigates how factors such as family composition, household economic status, and parenting styles—shaped by diverse family structures—affect the non-cognitive abilities of rural children. It further elucidates the constraints imposed by rural family structures and related factors on non-cognitive development through four dimensions: the diversification and functional weakening of rural family structures, the mismatch between family expectations and emotional support, conflicts between traditional and modern educational philosophies, and insufficient family resources and social support in rural areas. Drawing on the characteristics of China’s rural societal development, this research proposes actionable optimization strategies, including enhancing awareness of family education, adjusting family structures, clarifying division of roles among family members, integrating resources from families, communities, and schools, and improving the educational capabilities of rural parents. These pathways aim to address the practical needs of rural children’s non-cognitive development in the context of socioeconomic progress and to foster balanced urban-rural educational equity.