摘要
非认知能力作为新人力资本理论的核心,在生命周期的不同阶段均发挥重要作用,探究家庭社会经济地位对儿童非认知能力的影响是制定基于非认知能力发展干预政策的基础。利用2013—2014年中国教育追踪调查数据(CEPS),分析了初中阶段家庭社会经济地位对儿童非认知能力的影响。研究发现:(1)不同家庭社会经济地位的儿童在非认知能力及其子指标上存在显著差异。(2)随着家庭社会经济地位的提升,非认知能力综合指标以及分维度的思维开通性、外倾性、宜人性、情绪稳定性得分均显著增加,但对于尽责性的影响却显著为负;且随着分位点的提升,家庭社会经济地位对非认知能力的影响在逐渐减弱。(3)进一步采用工具变量以及倾向得分匹配的方法进行分析表明,家庭社会经济地位对于非认知能力总指标以及分维度的影响与基准回归保持一致,估计结果是稳健的。(4)机制分析结果显示,家庭社会经济地位的提升显著增加了对于儿童的物质资源投入以及父母对于儿童学习、生活的参与程度,家庭物质资源投入和父母参与是家庭社会经济地位影响儿童非认知能力发展的关键路径。
As the core of the New human capital theory,noncognitive skills plays an important role in different stages of the life cycle.Exploring the impact of family socioeconomic status on children’s noncognitive skills is the basis of formulating intervention policies based on noncognitive skills.Using the data of China Education Panel Survey(CEPS)from 2013 to 2014,this paper analyzes the impact of family socioeconomic status on children’s noncognitive skills in junior middle school.The results are as follows.(1)There are significant differences in noncognitive skills and its sub indicators among children with different family socioeconomic status.(2)With the improvement of family socioeconomic status,the scores of noncognitive skills and sub dimensions of openness,extraversion,agreeableness and neuroticism increased significantly,but the impact on conscientiousness was significantly negative.And with the improvement of quantile,the influence of family socioeconomic status on noncognitive skills is gradually weakened.(3)Further analysis using instrumental variables and propensity score matching shows that the impact of family socioeconomic status on the overall indicators and sub dimensions of noncognitive skills is consistent with the benchmark regression,and the result is robust.(4)The results of mechanism analysis show that the improvement of family socioeconomic status significantly increases the investment in children’s material resources and parents’participation in children’s learning and life.Family material resource investment and parental involvement are the key paths for family socioeconomic status to affect children’s noncognitive development.
作者
李玉青
LI Yu-qing(Business School,Beijing Normal University)
出处
《教育经济评论》
CSSCI
2022年第3期90-112,共23页
China Economics of Education Review
关键词
家庭社会经济地位
非认知能力
家庭投入
父母参与
family socioeconomic status
noncognitive skills
family investm ent
parental involvement