同伴心理健康教育的溢出效应:对青少年认知与非认知能力的影响

Spillover Effects of Peer Mental Health Education:Impact on Cognitive and Non-cognitive Abilities of Adolescents

基于中国教育追踪调查数据,考察了同伴的心理健康教育状况对个体青少年认知和非认知能力的溢出效应及其作用机制,结果显示:班级同伴心理健康教育对个体学生的认知与非认知能力发展均具有显著的提升效应,该结论具有稳健性;机制检验表明,班级同伴的心理健康教育状况主要通过改善同伴间的互动关系进而外溢于个体学生认知和非认知能力发展;异质性分析发现,班级同伴心理健康教育的溢出效应对不同性别学生能力发展的影响并不一致,弱势家庭背景学生能从班级同伴心理健康教育中获益更多。为此,应高度重视心理健康教育工作并将其纳入各级各类学校改革发展整体规划,构建适宜的班级微观环境,优化班级学生资源的配置效率。

Based on the data of China Education Panel Survey,this paper empirically discusses the spillover effect of peer mental health education on cognitive and non-cognitive abilities of individual adolescents and its mechanism.The results show that:the mental health education status of class peers has a significant improvement effect on individual students'cognitive and non-cognitive abilities,and the conclusion is robust;the mechanism test shows that the mental health education status of class peers spills over to the cognitive and non-cognitive abilities of individual students mainly through improving the interactive relationship between peers.Heterogeneity analysis shows that the spillover effect of peer mental health education on the abilities of students of different gender is not consistent,and students from disadvantaged family backgrounds can benefit more from the spillover effect of class peer mental health education.Therefore,it is suggested to attach great importance to mental health education and integrate it into the overall planning of the reform and development of all kinds of schools at all levels,and to build a suitable micro-class environment,and optimize the allocation efficiency of class student resources.