留守经历对农村儿童非认知能力发展的影响效应与作用机理

The Effect of Left-behind Experience on the Non-cognitive Ability Development of Chinese Rural Children and Its Mechanism

本文利用CEPS基线调查数据,采用泛精准匹配模型(CEM),考察了留守经历对农村儿童非认知能力的影响效应,构建中介效应模型,考察父母时间投入和家庭教育投入的中介作用,并基于倾向得分匹配法(PSM)进行了异质性分析。研究发现:留守经历显著降低了农村儿童的宜人性和情绪稳定性,对农村女童、独自留守儿童的负效应更大,寄宿制和同伴支持一定程度上弱化了留守的负效应。此外,农村留守儿童并未获得较多的家庭教育投入,且家庭教育投入对非认知能力发展的作用不显著,留守经历完全通过减少父母时间投入,负向作用于农村儿童非认知能力。构建减少“留守”的制度体系和有利于我国农村留守儿童全面发展的社会支持体系,以最大化消除留守的不利影响。

Based on the data of CEPS 2013-2014,the paper studies the effect of left-behind experience on non-cognitive ability of Chinese rural children by applying Coarsened Exact Matching(CEM),and further identifies the meditating mechanism of parents’time inputs and family education inputs by applying mediating effect model,finally the heterogeneity analysis is done by propensity score matching(PSM).The result shows that the left-behind experience significantly reduces the agreeableness and emotional stability of rural children,and such negative effects on the non-cognitive ability development of rural children seems more significant among the rural girls and children left alone,though boarding in school and peer supports can weaken these negative impacts to a certain extent.Besides,the left-behind children don’t have enough educational investment from family and the family education investment can’t promote rural children’s no-cognitive ability significantly,thus the left-behind experience mainly affects the non-cognitive ability of rural left-behind children by the reduction of parents’time investment.Therefore,it is necessary to set up a public institutional system that help the children from being left behind and a effective social support system aiming to enhance the development of rural left-behind children in order to eliminate the negative effects on the left-behind children.