初中生同伴行为与个体认知能力的结构方程分析

The SEM Analysis between Middle School Students' Peer Behaviors and Individual Cognitive Ability

本文采用"中国教育追踪调查"(CEPS)的数据,探讨我国初中生的同伴行为对学生个体认知能力的影响。首先根据数据检验了我国初中学生中存在同伴效应的一些证据,接着采用结构方程模型(SEM)分析了不同同伴行为对个体认知能力的影响,并考察了不同排名学生认知能力受同伴行为影响的差异。通过这些实证研究发现:(1)不同的同伴行为对个体认知能力都具有显著影响。(2)不同排名学生认知能力的同伴效应具有异质性。(3)班级异质性更有利于提高总体教育产出。

This paper adopts the data from China Education Panel Survey( CEPS) to explore the influence of peer behaviors among middle school students on the individual cognitive ability. According to the data,we firstly test some evidence that peer effect exists in the middle school students in China,and then use the Structural Equation Modeling( SEM) to analyze the influence of different peer behaviors on individual cognitive ability. We also examine the distinguishing influence of different ranking students affected by peer behaviors on the individual cognitive ability. Through these empirical studies,we found that( 1) All kinds of peer behaviors have significant influence on individual cognitive ability.( 2) Peer effect on the individual cognitive ability of different ranking students is heterogeneous.( 3) The heterogeneity of classes is more beneficial to improve total educational output.