中小学生非认知技能的测量及实证表现:以中国六省市数据为基础

Quantitative Analysis of School Children s Non-Cognitive Skills:Based on Survey Data from Six Provinces in China

过去十多年,非认知技能研究迅速兴起,但测量方法的滞后性制约了实证研究的推进。本文建构了一个测量框架,包括成就目标、人际合作和情绪管理三个维度,每个维度包含若干项技能;并选取和修订了相应的量表用以测量,然后应用这个测量框架及工具对中国六省市72所小学、初中和高中的学生进行了测量。研究发现:第一,中小学生在成就和情绪管理方面的非认知表现(包括坚韧性、学校参与、自尊)随学段上升趋于下降,但合作水平随学段提高上升;第二,女生的非认知发展水平高于男生,但随学段上升,两者出现趋同;第三,“双留守儿童”的非认知发展处于困境;第四,不同家庭背景学生的非认知技能表现有显著差异,但学校之间的差异不明显。

Over the past decade,scholarship on non-cognitive skills quickly sprung up and developed,but the advancement of empirical research has been constrained by the outdatedness of concepts and methodologies.This paper proposes a framework and a set of tools for measuring school children s non-cognitive skills.This set of tools can be used to measure three dimensions of children s non-cognitive skills:performance related skills,interpersonal collaboration,and emotional regulation.It puts the proposed framework into practice by conducting a national survey among 72 elementary,middle,and high school students across six provinces in China with the following findings:(1)School children s non-cognitive skills regarding performance related skills and emotional regulation tend to decline with the increase of students grades,but interpersonal collaboration increases with the increase of grades;(2)girls performances in non-cognitive skills are higher than those of boys,but they tend to converge with the increase of grades;(3)migrant workers children in rural areas perform the worst in demonstrating their non-cognitive skills;(4)children s performances in non-cognitive skills differ significantly in relation to family backgrounds but not in relation to schools.