自致努力与教育获得、职业成就的关联——基于路径模型的实证分析

The Effect of Self-motivated Efforts on Educational Attainment and Occupational Achievement:An Empirical Analysis Based on the Path Model

教育与职业成就获得的重要研究议题在于评估先赋背景与自致努力二者的作用权重及其机制。布劳—邓肯提出的地位获得模型将教育等人力资本视为自致性因素,作为与家庭背景相对应的解释变量,其问题在于,教育本身是一个具有内生性的中介变量,而真正的自致努力因素却被忽视了。本文使用2016年"中国劳动力动态调查"(CLDS)数据,在既有路径模型中加入努力学习、努力工作等自致因素,构建更符合逻辑的地位获得模型。研究表明,自致努力因素通过直接和间接两种途径对个体的地位和成就变量(教育、职业、收入)产生了显著正向影响,在由先赋和自致两方面因素构成的总体影响效应中,自致努力占到了20%—30%的比重。不同世代群体的际遇尤其是所处的制度环境不同,其自致努力的效应也存在异质性,从"50后"至"80后",努力的效应总体呈现波动中下降的趋势,透露出值得警惕的阶层固化信号。

An important research topic for educational and occupational achievement is to assess the respective weights of background and self-motivation. The status attainment model proposed by Blau-Duncan ascribed education to self-induced factors as an explanatory variable relative to family background.The problem is that education itself is an induced mediating variable, while the real self-induced effort factor is overlooked. This paper uses the 2016"China Labor Dynamics Survey"(CLDS) data, and adds self-induced effort elements(study hard and work hard) into the existing path model to build a more complete and logical status attainment model. Studies show that self-motivated effort factors have a significant positive impact on individual status and achievement variables(education, occupation, income) through direct and indirect ways,and self-motivated effort accounts for 20%-30% of the overall effect. The specific conditions of different generations, especially the institutional environment,were different, and the effects of their self-induced efforts also had obvious heterogeneity. The effects of the efforts of the"post-50"generation to"post-80"generation generally show a trend of fluctuation and decline, which reveals a warning class solidification signal.