非认知能力、家庭教育期望与子代学业成绩——基于CEPS追踪数据的经验分析
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摘要
基于经典人力资本理论框架,本文建立家庭教育期望的决策模型,利用中国人民大学提供的中国教育追踪调查数据,采用二值选择模型的回归方法,实证探讨了非认知能力、家庭教育期望对子代学业成绩的影响。研究发现:包含负面情绪的非认知能力对学生学业成绩的提高产生消极影响,但随着学年的深入则呈现出递减的趋势;隐形的家庭教育期望有助于提高子代学业成绩,但包含课业指导在内的现实教育期望则不利于学业成绩的提高;父代对人际交往方面的学校表现管教过严,易于激起子代的"逆反"心理而不利于提高学业成绩,且城镇学生的发生概率高于农村学生;与农业户口以及家庭经济条件较好的学生相比,非农户口以及贫困家庭的学生更倾向于转换负面的消极情绪,努力学习并提高学业成绩。
This study,based on the CEPS data provided by the National Survey Research Center at Renmin University of China(NSRC),employed the model of probit to study the effects of noncognitive abilities and educational expectations of family on academic achievements of offspring.It is indicated that non-cognitive abilities including negative emotions have a negative impact on the improvement of students'academic performance,however,the negative impact shows a decreasing trend over time;invisible family educational expectations help to improve the academic performance of the offspring,while the expectation of practical education,including academic guidance is not conducive to the improvement of academic performance.It is easier to arouse the rebellious mentality of the offspring,if the father has been disciplining the school performance in interpersonal communication and the probability of urban students is higher than that of rural students;compared with agricultural residents and students from higher socioeconomic families,students with urban household registration and from lower socioeconomic families are more likely to change negative emotions and study hard to improve their academic performance.
This study,based on the CEPS data provided by the National Survey Research Center at Renmin University of China(NSRC),employed the model of probit to study the effects of noncognitive abilities and educational expectations of family on academic achievements of offspring.It is indicated that non-cognitive abilities including negative emotions have a negative impact on the improvement of students'academic performance,however,the negative impact shows a decreasing trend over time;invisible family educational expectations help to improve the academic performance of the offspring,while the expectation of practical education,including academic guidance is not conducive to the improvement of academic performance.It is easier to arouse the rebellious mentality of the offspring,if the father has been disciplining the school performance in interpersonal communication and the probability of urban students is higher than that of rural students;compared with agricultural residents and students from higher socioeconomic families,students with urban household registration and from lower socioeconomic families are more likely to change negative emotions and study hard to improve their academic performance.
引文
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[15]方超,罗英姿.中国农村居民的教育回报及其变动趋势研究——兼论农村地区人力资本梯度升级的现实意义[J].南京农业大学学报(社会科学版),2017(3):74-85.
[2]周金燕.人力资本内涵的扩展:非认知能力的经济价值和投资[J].北京大学教育评论,2015(1):78-95.
[3]Foster,A.D.&Rosenzweig,M.R.Information,Learning and Wage Rates in Rural Labor Markets[J].Journal of Human Resources,1993(28):759-790.
[4]Spence,M.Job Market Signaling[J].Quarterly Journal of Economics,1973(3):355-375.
[5]Bpwles,S.,Gintis,H.&Osborne,M.The Determinates of Earnings:A Behavior Approach[J].Journal of Economic Literature,2001(4):1137-1176.
[6]Griliches,Z.Siblings Models and Data in Economics:Beginnings of a Survey[J].Journal of Political Economy,1979(5):37-65.
[7]Heckman,J.J.&Rubinstein,Y.The Importance of Noncognitive Skills:Lessons from the GED Testing Program[J].American Economic Review,2001(2):145-149.
[8]Heckman,J.J.,Stixrud,J.&Urzua,S.The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior[J].The Journal of Labor Economocs,2006(3):411-482.
[9]Drago,F.Self-Esteem and Earnings[J].Journal of Economic Psychplpgy,2011(3):480-488.
[10]Coleman,M.&De Leire,T.An Economic Model of Locus of Control and the Human Capital Investment Decision[J].Journal of Human Resources,2003(3):701-721.
[11]Levin,H.M.The Utility and Need for Incorporating Noncognitive Skills into Large-Scale Educational Assessments[A].The Role of International Large-Scale Assessments:Perspective from Technology,Economy,and Educational?[C].Berlin:Springer Netherlands,2013:67-86.
[12]Solon,G.A Model of Intergenerational Mobility Variation over Time and Place[M].Cambridge:Cambridge University Press,2004.
[13]Becker,G.S.&Tomes,N.An Equilibrium Theory of the Distribution of Income and Intergenerational Mobility[J].Journal of Political Economy,1979(6):1153-1189.
[14]孙志军,刘泽云,孙百才.家庭、学校与儿童的学习成绩——基于甘肃省农村地区的研究[J].北京师范大学学报(社会科学版),2009(5):103-114.
[15]方超,罗英姿.中国农村居民的教育回报及其变动趋势研究——兼论农村地区人力资本梯度升级的现实意义[J].南京农业大学学报(社会科学版),2017(3):74-85.