社会资本与教育获得——基于亲子互动模式的潜在类别分析

Social Capital and Educational Attainment:A Latent Class Analysis of Parent-Child Interaction

家庭内部的亲子互动作为社会资本的重要组成部分,可以摆脱家庭背景对子代学业成就强大的约束力。本文使用中国教育追踪调查数据,以多维度亲子互动行为指标测量中国家庭的亲子互动模式。通过潜在类别分析,将呈现多元化特征的亲子互动模式划分为全面互动型、读书运动互动型、文化娱乐互动型和欠缺互动型四种。进一步的研究发现:高社会经济地位家庭更注重与子女进行全面互动;亲子互动对子女学业成绩没有直接效应,而是通过子女的心理状态产生间接效应;亲子互动对子女教育期望则同时具有直接效应和间接效应。结果表明,不同的互动模式对子女的学业成就和教育期望的影响不同,单纯高频率的亲子互动不一定能够提高子女的学业成就和教育期望,更关键的是亲子互动的高频率作用在哪种互动模式之上。

Parent-child interaction within the family,as an important part of social capital,can get rid of the strong binding force of family background on the academic achievements of offspring. This study uses the Chinese Education Panel Survey (CEPS 2014) data to measure the parent-child interaction patterns of Chinese families by multi-dimensional parent-child interaction indicators. By the LCA it finds that the parent-child interaction is diversified and can be divided into four types: comprehensive interaction,reading and sports interaction,cultural and entertainment interaction and lack of interaction. Further researches find that the parents of high socioeconomic status pay more attention to the comprehensive interaction with their children;parent-child interaction has no direct effect on children’s academic performance,but has indirect effect through children’s psychological state,and has both direct and indirect effects on children’s educational expectation. The results show that different parent-child interactions have different effects on children’s academic achievements and educational expectations,simply high-frequency parent-child interaction does not necessarily improve children’s academic achievements and educational expectations,what is more critical is which interaction mode is affected by the high-frequency parent-child interaction.