大学生同伴网络影响的非对称性研究
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摘要
同伴网络在人力资本培育过程中具有双刃剑的作用,本文统合了现有文献中围绕同伴网络积极影响与消极影响展开的两支研究方向,考察同伴网络对学习行为及学业成就影响的非对称性。在通过随机分配同伴这一策略以解决内生性问题的基础上,本文发现:尽管各类学习行为均受到随机分配同伴的影响,但较之积极学习行为,消极学习行为更容易在同伴之间传播与扩散,也更可能影响其最终的学业表现。此外,本文还发现同伴的网络效应存在"梯度"现象,即同伴对学习行为的影响强度高于其对学业结果的影响。
Peer networks have potential for good or evil for individuals'cultivation of human capital.Drawing upon and combining two lines of arguments,which respectively tap into the positive and negative effects of peer networks on individuals'human capital outcomes,this paper explores the asymmetry of such positive-negative effects.Taking endogeneity into full consideration,this paper finds that relative to active attitudes towards study,negative attitudes of peers to learning are more likely to be diffused and transmitted among university students in Chinese context,and descend students' ultimate academic achievement.An in-depth analysis of the actual interaction of this particular group allows us to see part of the reasons for the asymmetry of the positive-negative effects,which is,the majority of students regard their peers as"play-mate"rather than "study-mate."Moreover,random assigned peers emerge gradient effects on students'academic performance.In addition,different from the conventional research with samples of students from middle and primary schools,this paper,based on data of university students in China,reveals that families'economic-social status plays a weak and complex role in their attitudes towards learning and their learning behaviors as well.
Peer networks have potential for good or evil for individuals'cultivation of human capital.Drawing upon and combining two lines of arguments,which respectively tap into the positive and negative effects of peer networks on individuals'human capital outcomes,this paper explores the asymmetry of such positive-negative effects.Taking endogeneity into full consideration,this paper finds that relative to active attitudes towards study,negative attitudes of peers to learning are more likely to be diffused and transmitted among university students in Chinese context,and descend students' ultimate academic achievement.An in-depth analysis of the actual interaction of this particular group allows us to see part of the reasons for the asymmetry of the positive-negative effects,which is,the majority of students regard their peers as"play-mate"rather than "study-mate."Moreover,random assigned peers emerge gradient effects on students'academic performance.In addition,different from the conventional research with samples of students from middle and primary schools,this paper,based on data of university students in China,reveals that families'economic-social status plays a weak and complex role in their attitudes towards learning and their learning behaviors as well.
引文
[1][56]Sacerdote,B.(2011).Peer effects in education:How might they work,how big are they and how much do we know thus far?In M.Hanushek,S.Machin,&L.Woessmann(Eds.).Handbook of the economics of education(pp.249—277).North Holland:North Holland.
[2][72]Sacerdote,B.(2014).Experimental and quasi-experimental analysis of peer effects:Two steps forward?Annual Review of Economics,6,253—272.
[3]杜育红,袁玉芝.教育中的同伴效应研究述评:概念、模型与方法[J].教育经济评论,2016(3):77—91.
[4][18][32][47][60][64]Hasan,S.,&Bagde,S.(2013).The mechanics of social capital and academic performance in an Indian college.American Sociological Review,78(6),1009—1032.
[5]Manski,C.F.(1993).Identification of endogenous social effects—the reflection problem.Review of Economic Studies,60(3),531—542.
[6]Coleman,J.S.(1961).The adolescent society:The social life of the teenager and its impact on education.New York:Free Press of Glencoe.
[7]Harris,J.R.(2009).The nurture assumption:Why children turn out the way they do.New York:Free Press.
[8]Arnet,J.J.,Marion,K.,Hendry,L.,&Tanner,J.L.(2011).Debating emerging adulting:Stage or process.New York:Oxford University Press.
[9]Shin,T.S.,Ranellucci,J.,&Roseth,C.J.(2017).Effects of peer and instructor rationales on online students'motivation and achievement.International Journal of Educational Research,82,184—199.
[10][14][15][20][27][37][50][71][78]Sacerdote,B.(2001).Peer effects with random assignment:Results for Dartmouth roommates.Quarterly Journal of Economics,116(2),681—704.
[11][83][86]McPherson,M.,Smith-Lovin,L.,&Cook,J.M.(2001).Birds of a feather:Homophily in social networks.Annual Review of Sociology,27,415—444.
[12]Giordano,P.C.(2003).Relationships in adolescence.Annual Review of Sociology,29(1),257—281.
[13]Mouw,T.(2006).Estimating the causal effect of social capital:A review of recent research.Annual Review of Sociology,32,79—102.
[16]Boisjoly,J.,Duncan,G.J.,Kremer,M.,Levy,D.M.,&Eccles,J.(2006).Empathy or antipathy?The impact of diversity.American Economic Review,96(5),1890—1905.
[17][35]McEwan,P.J.,&Soderberg,K.A.(2006).Roommate effects on grades:Evidence from first-year housing assignments.Research in Higher Education,47(3),347—370.
[19][73]Guo,G.,Li,Y.,Wang,H.Y.,Cai,T.J.,&Duncan,G.J.(2015).Peer influence,genetic propensity,and binge drinking:A natural experiment and a replication.American Journal of Sociology,121(3),914—954.
[21]Dunning,T.(2012).Natural experiments in the social sciences:A design-based approach.New York:Cambridge University Press.
[22][61][69][79][82]程诚.同伴社会资本与学业成就——基于随机分配自然实验的案例分析[J].社会学研究,2017(6):143—166.
[23][43][58][62][65]Stinebrickner,R.,&Stinebrickner,T.R.(2006).What can be learned about peer effects using college roommates?Evidence from new survey data and students from disadvantaged backgrounds.Journal of Public Economics,90(8—9),1435—1454.
[24]程诚.大学生消费的同群效应[J].青年研究,2015(2):1—9.
[25]权小娟.大学成绩的同伴影响研究:基于多层次模型的分析[J].清华大学教育研究,2015(5):66—76.
[26][57]梁耀明,何勤英.大学生学业成绩的宿舍同伴效应分析[J].教育与经济,2017(4):83—88.
[28][38][49]Zimmerman,D.J.(2003).Peer effects in academic outcomes:Evidence from a natural experiment.Review of Economics and Statistics,85(1),9—23.
[29][63][66]Carrell,S.E.,Malmstrom,F.V.,&West,J.E.(2008).Peer effects in academic cheating.Journal of Human Resources,43(1),173—207.
[30][45][52]Carrell,S.E.,Fullerton,R.L.,&West,J.E.(2009).Does your cohort matter?Measuring peer effects in college achievement.Journal of Labor Economics,27(3),439—464.
[31][42]Han,L.,&Li,T.(2009).The gender difference of peer influence in higher education.Economics of Education Review,28(1),129—134.
[33][48][53]Chen,Q.H.,Tian,G.Q.,&Okediji,T.O.(2014).Quasi-experimental evidence of peer effects in first-year economics courses at a Chinese university.Journal of Economic Education,45(4),304—319.
[34]Foster,G.(2006).It's not your peers,and it's not your friends:Some progress toward understanding the educational peer effect mechanism.Journal of Public Economics,90(8—9),1455—1475.
[36]Lyle,D.S.(2007).Estimating and interpreting peer and role model effects from randomly assigned social groups at West Point.Review of Economics And Statistics,89(2),289—299.
[39][67]Kremer,M.,&Levy,D.(2008).Peer effects and alcohol use among college students.Journal of Economic Perspectives,22(3),189—206.
[40]Ficano,C.C.(2012).Peer effects in college academic outcomes—Gender matters!Economics of Education Review,31(6),1102—1115.
[41][59][68]Griffith,A.L.,&Rask,K.N.(2014).Peer effects in higher education:A look at heterogeneous impacts.Economics of Education Review,39,65—77.
[44]Yakusheva,O.,Kapinos,K.A.,&Eisenberg,D.(2014).Estimating heterogeneous and hierarchical peer effects on body weight using roommate assignments as a natural experiment.Journal of Human Resources,49(1),234—261.
[46]Brunello,G.,De Paola,M.,&Scoppa,V.(2010).Peer effects in higher education:Does the field of study matter?Economic Inquiry,48(3),621—634.
[51]Burke,M. A.,&Sass,T. R.(2013).Classroom peer effects and student achievement.Journal of Labor Economics,31(1),51—82.
[54]Gaviria,A.,&Raphael,S.(2001).School-based peer effects and juvenile behavior.Review of Economics and Statistics,83(2),257—268.
[55]Kling,J.R.,Liebman,J.B.,&Katz,L.F.(2007).Experimental analysis of neighborhood effects.Econometrica,75(1),83—119.
[70][72]McCabe,J.M.(2016).Connecting in college:How friendship networks matter for academic and social success.Chicago:University of Chicago Press.
[74]Guo,G.,Li,Y.,Wang,H.Y.,Cai,T.J.,&Duncan,G.J.(2015).Peer influence,genetic propensity,and binge drinking:A natural experiment and a replication.American Journal of Sociology,121(3),914—954.
[75]Abrutyn,S.,&Mueller,A.S.(2014). Are suicidal behaviors contagious in adolescence?Using longitudinal data to examine suicide suggestion.American Sociological Review,79(2),211—227.
[76]Arum,R.,&Roksa,J.(2011).Academically adrift:Limited learning on college capmuses.Chicago:University of Chicago Press.
[77]Jain,T.,&Kapoor,M.(2015).The impact of study groups and roommates on academic performance.Review of Economics and Statistics,97(1),44—54.
[79]Burt,R.,&Burzynska,K.(2017).Chinese entrepreneurs,social networks,and guanxi.Management and Organization Review,13(2),221—260.
[80]龚放,吕林海.中美研究型大学本科生学习参与差异的研究——基于南京大学和加州大学伯克利分校的问卷调查[J].高等教育研究,2012(9):90—100.
[81]陈琼琼.中日大学生就读经验比较研究[D].上海:华东师范大学,2009.
[82]Verhaeghe,P.P.,Li,Y.,&Putte,B.V.(2013).Socio-economic and ethnic inequalities in social capital from the family among labour market entrants.European Sociological Review,29(4),683—694.
[84]陈强.高级计量经济学及Stata应用[M].北京:高等教育出版社,2014:468—481.
[85]胡安宁.文化资本研究:中国语境下的再思考[J].社会科学,2017(1):64—71.
[87]陈云松,比蒂·沃克尔,亨克·弗莱普.“关系人”没用吗?——社会资本求职效应的论战与新证[J].社会学研究,2014(3):100—120.
(1)一个学生至多有三名室友。
(1)特别感谢匿名审稿人提出的这一重要建议。
(1)特别感谢匿名审稿人提出的本条建议。
(2)该校为了便于管理,要求绝大多数新生与本年级学生同住,只有极少的学生被分配到高年级宿舍中。本文样本不包括与高年级同住的学生。
(1)大多数研究中,同伴的特征是通过被访者自我评价而获得的。但本文的同伴特征信息是由其同伴直接回答的,依据此种策略所采集到的信息不仅更加完备,也更为准确。
(2)本文也分析了包含室友和不包含室友两类好友的影响是否存在差异。结果表明,不同测量标准下的好友影响几乎没有差异,主要原因是室友在其班级好友中占比较少。
(1)两组卡方值分别为4.84和5.64,均在0.05水平下显著。
(1)感谢审稿专家的建议。
[2][72]Sacerdote,B.(2014).Experimental and quasi-experimental analysis of peer effects:Two steps forward?Annual Review of Economics,6,253—272.
[3]杜育红,袁玉芝.教育中的同伴效应研究述评:概念、模型与方法[J].教育经济评论,2016(3):77—91.
[4][18][32][47][60][64]Hasan,S.,&Bagde,S.(2013).The mechanics of social capital and academic performance in an Indian college.American Sociological Review,78(6),1009—1032.
[5]Manski,C.F.(1993).Identification of endogenous social effects—the reflection problem.Review of Economic Studies,60(3),531—542.
[6]Coleman,J.S.(1961).The adolescent society:The social life of the teenager and its impact on education.New York:Free Press of Glencoe.
[7]Harris,J.R.(2009).The nurture assumption:Why children turn out the way they do.New York:Free Press.
[8]Arnet,J.J.,Marion,K.,Hendry,L.,&Tanner,J.L.(2011).Debating emerging adulting:Stage or process.New York:Oxford University Press.
[9]Shin,T.S.,Ranellucci,J.,&Roseth,C.J.(2017).Effects of peer and instructor rationales on online students'motivation and achievement.International Journal of Educational Research,82,184—199.
[10][14][15][20][27][37][50][71][78]Sacerdote,B.(2001).Peer effects with random assignment:Results for Dartmouth roommates.Quarterly Journal of Economics,116(2),681—704.
[11][83][86]McPherson,M.,Smith-Lovin,L.,&Cook,J.M.(2001).Birds of a feather:Homophily in social networks.Annual Review of Sociology,27,415—444.
[12]Giordano,P.C.(2003).Relationships in adolescence.Annual Review of Sociology,29(1),257—281.
[13]Mouw,T.(2006).Estimating the causal effect of social capital:A review of recent research.Annual Review of Sociology,32,79—102.
[16]Boisjoly,J.,Duncan,G.J.,Kremer,M.,Levy,D.M.,&Eccles,J.(2006).Empathy or antipathy?The impact of diversity.American Economic Review,96(5),1890—1905.
[17][35]McEwan,P.J.,&Soderberg,K.A.(2006).Roommate effects on grades:Evidence from first-year housing assignments.Research in Higher Education,47(3),347—370.
[19][73]Guo,G.,Li,Y.,Wang,H.Y.,Cai,T.J.,&Duncan,G.J.(2015).Peer influence,genetic propensity,and binge drinking:A natural experiment and a replication.American Journal of Sociology,121(3),914—954.
[21]Dunning,T.(2012).Natural experiments in the social sciences:A design-based approach.New York:Cambridge University Press.
[22][61][69][79][82]程诚.同伴社会资本与学业成就——基于随机分配自然实验的案例分析[J].社会学研究,2017(6):143—166.
[23][43][58][62][65]Stinebrickner,R.,&Stinebrickner,T.R.(2006).What can be learned about peer effects using college roommates?Evidence from new survey data and students from disadvantaged backgrounds.Journal of Public Economics,90(8—9),1435—1454.
[24]程诚.大学生消费的同群效应[J].青年研究,2015(2):1—9.
[25]权小娟.大学成绩的同伴影响研究:基于多层次模型的分析[J].清华大学教育研究,2015(5):66—76.
[26][57]梁耀明,何勤英.大学生学业成绩的宿舍同伴效应分析[J].教育与经济,2017(4):83—88.
[28][38][49]Zimmerman,D.J.(2003).Peer effects in academic outcomes:Evidence from a natural experiment.Review of Economics and Statistics,85(1),9—23.
[29][63][66]Carrell,S.E.,Malmstrom,F.V.,&West,J.E.(2008).Peer effects in academic cheating.Journal of Human Resources,43(1),173—207.
[30][45][52]Carrell,S.E.,Fullerton,R.L.,&West,J.E.(2009).Does your cohort matter?Measuring peer effects in college achievement.Journal of Labor Economics,27(3),439—464.
[31][42]Han,L.,&Li,T.(2009).The gender difference of peer influence in higher education.Economics of Education Review,28(1),129—134.
[33][48][53]Chen,Q.H.,Tian,G.Q.,&Okediji,T.O.(2014).Quasi-experimental evidence of peer effects in first-year economics courses at a Chinese university.Journal of Economic Education,45(4),304—319.
[34]Foster,G.(2006).It's not your peers,and it's not your friends:Some progress toward understanding the educational peer effect mechanism.Journal of Public Economics,90(8—9),1455—1475.
[36]Lyle,D.S.(2007).Estimating and interpreting peer and role model effects from randomly assigned social groups at West Point.Review of Economics And Statistics,89(2),289—299.
[39][67]Kremer,M.,&Levy,D.(2008).Peer effects and alcohol use among college students.Journal of Economic Perspectives,22(3),189—206.
[40]Ficano,C.C.(2012).Peer effects in college academic outcomes—Gender matters!Economics of Education Review,31(6),1102—1115.
[41][59][68]Griffith,A.L.,&Rask,K.N.(2014).Peer effects in higher education:A look at heterogeneous impacts.Economics of Education Review,39,65—77.
[44]Yakusheva,O.,Kapinos,K.A.,&Eisenberg,D.(2014).Estimating heterogeneous and hierarchical peer effects on body weight using roommate assignments as a natural experiment.Journal of Human Resources,49(1),234—261.
[46]Brunello,G.,De Paola,M.,&Scoppa,V.(2010).Peer effects in higher education:Does the field of study matter?Economic Inquiry,48(3),621—634.
[51]Burke,M. A.,&Sass,T. R.(2013).Classroom peer effects and student achievement.Journal of Labor Economics,31(1),51—82.
[54]Gaviria,A.,&Raphael,S.(2001).School-based peer effects and juvenile behavior.Review of Economics and Statistics,83(2),257—268.
[55]Kling,J.R.,Liebman,J.B.,&Katz,L.F.(2007).Experimental analysis of neighborhood effects.Econometrica,75(1),83—119.
[70][72]McCabe,J.M.(2016).Connecting in college:How friendship networks matter for academic and social success.Chicago:University of Chicago Press.
[74]Guo,G.,Li,Y.,Wang,H.Y.,Cai,T.J.,&Duncan,G.J.(2015).Peer influence,genetic propensity,and binge drinking:A natural experiment and a replication.American Journal of Sociology,121(3),914—954.
[75]Abrutyn,S.,&Mueller,A.S.(2014). Are suicidal behaviors contagious in adolescence?Using longitudinal data to examine suicide suggestion.American Sociological Review,79(2),211—227.
[76]Arum,R.,&Roksa,J.(2011).Academically adrift:Limited learning on college capmuses.Chicago:University of Chicago Press.
[77]Jain,T.,&Kapoor,M.(2015).The impact of study groups and roommates on academic performance.Review of Economics and Statistics,97(1),44—54.
[79]Burt,R.,&Burzynska,K.(2017).Chinese entrepreneurs,social networks,and guanxi.Management and Organization Review,13(2),221—260.
[80]龚放,吕林海.中美研究型大学本科生学习参与差异的研究——基于南京大学和加州大学伯克利分校的问卷调查[J].高等教育研究,2012(9):90—100.
[81]陈琼琼.中日大学生就读经验比较研究[D].上海:华东师范大学,2009.
[82]Verhaeghe,P.P.,Li,Y.,&Putte,B.V.(2013).Socio-economic and ethnic inequalities in social capital from the family among labour market entrants.European Sociological Review,29(4),683—694.
[84]陈强.高级计量经济学及Stata应用[M].北京:高等教育出版社,2014:468—481.
[85]胡安宁.文化资本研究:中国语境下的再思考[J].社会科学,2017(1):64—71.
[87]陈云松,比蒂·沃克尔,亨克·弗莱普.“关系人”没用吗?——社会资本求职效应的论战与新证[J].社会学研究,2014(3):100—120.
(1)一个学生至多有三名室友。
(1)特别感谢匿名审稿人提出的这一重要建议。
(1)特别感谢匿名审稿人提出的本条建议。
(2)该校为了便于管理,要求绝大多数新生与本年级学生同住,只有极少的学生被分配到高年级宿舍中。本文样本不包括与高年级同住的学生。
(1)大多数研究中,同伴的特征是通过被访者自我评价而获得的。但本文的同伴特征信息是由其同伴直接回答的,依据此种策略所采集到的信息不仅更加完备,也更为准确。
(2)本文也分析了包含室友和不包含室友两类好友的影响是否存在差异。结果表明,不同测量标准下的好友影响几乎没有差异,主要原因是室友在其班级好友中占比较少。
(1)两组卡方值分别为4.84和5.64,均在0.05水平下显著。
(1)感谢审稿专家的建议。