早期隔代抚养经历对初中生非认知能力的影响研究——基于考虑分层结构的倾向得分模型

The Impact of Early Intergenerational Rearing Experience on Middle School Students′Noncognitive Skills——A Study Based on the Propensity Score Model with Hierarchical Structure

早期家庭教育对个体青春期乃至成年后的人力资本发展具有重要影响,隔代抚养是我国常见的早期抚养方式,研究其对初中生非认知能力的影响有重要意义。研究基于中国教育追踪调查基线数据,构建考虑分层结构的倾向得分模型,研究早期隔代抚养经历与初中生非认知能力之间的因果关系,并对所得结果进行稳健性检验。研究发现,相较于未隔代抚养组,早期隔代抚养经历对初中生的意志力并无显著影响,但对非认知能力中的集体融入能力、情绪调节能力、自我效能感知能力和社交能力有较为显著的负向影响。因此,建议政府在早期抚养方面给予家庭积极支持,学校合理优化教育模式,父母注重发挥抚养作用,祖辈努力提高抚养能力,弥补早期隔代抚养的消极影响。

Early family education has a significant influence on the development of human capital in an individual′s adolescence and even adulthood.Intergenerational rearing is a common way of early childhood rearing in China,and studying its impact on the noncognitive skills of middle school students is of great importance.This paper constructs a propensity score model with a hierarchical structure based on the baseline data of the China Education Panel Survey to inves-tigate the causal relationship between early intergenerational rearing experience and the noncog-nitive skills of middle school students,and conduct robustness checks on the results.It is found that,compared to those not raised intergenerationally,early intergenerational rearing experience has no significant impact on the willpower of middle school students but has a significant negative impact on noncognitive skills such as collective integration,emotional regulation,self-efficacy,and social skills.Therefore,it is suggested that the government actively support families in early rearing,schools rationally optimize the educational mode,parents emphasize their role in rearing,and grandparents improve their rearing skills to mitigate the negative impact of early intergenerational rearing.