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

The Effect of Preschool Education on Noncognitive Skills of Junior School Students: Empirical Study Based on CEPS

学前教育被认为是影响个体认知能力发展的重要因素,但国内很少有实证研究考察学前教育对儿童非认知能力的影响。我们认为,人力资本模型中的"能力"除认知能力外还应包括非认知能力。本文利用"中国教育追踪调查"基线数据,运用倾向得分匹配(PSM)方法分析了学前教育经历对我国初中生非认知能力的影响。研究发现,学前教育机会的获得存在不平等性,受小学前的身体状况、家庭经济状况、父母受教育年限等因素的影响;学前教育经历对初一和初三学生的思维开通性、自律性和朋友质量具有统计上显著的正影响,对消极情绪性具有降低效果。

Preschool education has been seen as an important factor of individual cognitive skills,but few studies in China have examined its effect on children’s noncognitive skills.Apart from cognitive skills,the“capabilities”in human capital model should also include noncognitive skills.Using the baseline data of China Education Panel Survey this paper explored the influence of preschool education experience on the non-cognitive skills of junior school students by using the method of propensity score matching(PSM).The results show that,children’s chance of receiving preschool education have been affected by factors like the health status of the children before schooling,family economic status and parents’education years.More importantly,preschool education has a statistically significant positive influence on the grade 7 and 9 students’ability of curiosity,acceptance of new things and self-discipline,along with quality of their friends and shows negative impact on negative emotionality.