基于互联网运用的城乡青少年认知能力发展
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摘要
"互联网+"与教育转型的深度融合正处于历史交汇期,但互联网的快速普及与城乡教育的持续失衡形成鲜明反差,互联网发展与城乡青少年认知能力差距的关系值得深刻反思。基于"中国教育追踪调查"(CEPS)2014-2015学年追访数据,采用工具变量分位数回归等估计方法,通过分析互联网影响认知能力差距的两个渠道——获取差异与回报差异,实证检验青少年互联网使用能力与城乡青少年认知能力差距的关系。结果发现,城市青少年互联网的拥有量与回报率均显著高于农村青少年,进而刺激了城乡青少年认知能力差距的扩大。因此,政策导向在推进互联网资源的"向下沉淀"、保障农村青少年对互联网的"物理接入"的同时,更要着力提升农村青少年的"互联网素养"、增强互联网的认知回报能力。
The deep integration of "Internet plus" and education transformation is at the juncture of history. However, the rapid popularization of Internet is in sharp contrast to the persistent imbalance of education between urban and rural areas. Therefore, the relationship between the development of Internet and the cognitive inequality between urban and rural teenagers is worthy of deep reflection. Based on the follow-up data of China Education Panel Survey(CEPS), and the estimation method of Instrumental Variable Quantile Regression(IVQR), the relationship between Internet use and cognitive ability inequality between urban and rural teenagers is empirically examined through the analysis of two channels—the difference in obtaining and the difference in returns. The results show that the obtaining and returns of Internet among urban teenagers are significantly higher than that of rural teenagers, which stimulates the widening inequality of cognitive ability between urban and rural teenagers. Therefore, the policy guidance should advance the "settling down" of Internet resources to guarantee the access to Internet for rural teenagers, and should even more improve their "Internet literacy" to strengthen the returns of Internet on cognitive ability.
The deep integration of "Internet plus" and education transformation is at the juncture of history. However, the rapid popularization of Internet is in sharp contrast to the persistent imbalance of education between urban and rural areas. Therefore, the relationship between the development of Internet and the cognitive inequality between urban and rural teenagers is worthy of deep reflection. Based on the follow-up data of China Education Panel Survey(CEPS), and the estimation method of Instrumental Variable Quantile Regression(IVQR), the relationship between Internet use and cognitive ability inequality between urban and rural teenagers is empirically examined through the analysis of two channels—the difference in obtaining and the difference in returns. The results show that the obtaining and returns of Internet among urban teenagers are significantly higher than that of rural teenagers, which stimulates the widening inequality of cognitive ability between urban and rural teenagers. Therefore, the policy guidance should advance the "settling down" of Internet resources to guarantee the access to Internet for rural teenagers, and should even more improve their "Internet literacy" to strengthen the returns of Internet on cognitive ability.
引文
[1]杨银付.“互联网+教育”带来的教育变迁与政策响应[J].教育研究,2016,(6):4-8.
[2]胡永斌.“互联网+”背景下美国K-12教育转型分析[J].中国电化教育,2016,(3):33-38.
[3]徐小琪,李燕凌等.城乡中小学生使用互联网学习现状对比分析--基于CFPS2016数据[J].中国电化教育,2018,(7):104-110.
[4]陈海东.信息技术促进教育优质均衡发展:内涵、案例与对策[J].中国电化教育,2010,(12):35-38.
[5]李慧勤,李晓双等.城乡学生认知能力差异的实证研究[J].教育研究,2017,(7):115-121.
[6]Carroll,J.B.Human Cognitive Abilities:A Survey of Factor Analytic Studies[M].Cambridge:Cambridge University Press,1993.
[7]Autor,D.H.Skills,Education,and the Rise of Earnings Inequality among the“Other 99 Percent”[J].Science,2014,344(6186):843-851.
[8]Cunha,F.,Heckman,J.J.,Schennach,S.M.Estimating the Technology of Cognitive and Noncognitive Skill Formation[J].Econometrica,2010,78(3):883-931.
[9]崔岩.“90后”青年社会认知特征和社会评价分析[J].青年研究,2016,(4):38-46.
[10]Rosen,L.D.Rewired:Understanding the IGeneration and the Way They Learn[M].New York:St.Martin’s Press,2010.
[11]Fitz,N.S.,Reiner,P.B.Perspective:Time to Expand the Mind[J].Nature,2016,531(7592):S9-S9.
[12]Lui,K.F.H.,Wong,A.C.N.Does Media Multitasking always Hurt?A Positive Correlation between Multitasking and Multisensory Integration[J].Psychonomic Bulletin&Review,2012,19(4):647-653.
[13]Hadlington,L.J.Cognitive Failures in Daily Life:Exploring the Link with Internet Addiction and Problematic Mobile Phone Use[J].Computers in Human Behavior,2015,51(A):75-81.
[14]Ko,C.H.,Yen,J.Y.,Yen,C.F.,et al.The Association between Internet Addiction and Psychiatric Disorder:A Review of the Literature[J].European Psychiatry,2012,27(1):1-8.
[15]Fung,A.L.C.,Gerstein,L.H.,Chan,Y.,et al.Relationship of Aggression to Anxiety,Depression,Anger,and Empathy in Hong Kong[J].Journal of Child and Family Studies,2015,24(3):821-831.
[16]Lin,N.Social Capital:A Theory of Social Structure and Action[M].Cambridge:Cambridge University Press,2001.
[17]周晔馨.社会资本是穷人的资本吗?--基于中国农户收入的经验证据[J].管理世界,2012,(7):83-95.
[18]谢家智,王文涛.社会结构变迁、社会资本转换与农户收入差距[J].中国软科学,2016,(10):20-36.
[19]程诚,边燕杰.社会资本与不平等的再生产:以农民工与城市职工的收入差距为例[J].社会,2014,(4):67-90.
[20]World Bank.World Development Report 2016:Digital Dividends[R].World Bank Working Paper No.23347,2016.
[21]江求川.家庭背景、学校质量与城乡青少年认知技能差异[J].教育与经济,2017,(6):21-30.
[22]李艳,赵乾翔等.城乡中学生网络不平等现象探析--以南通市为例[J].中国电化教育,2012,(9):117-123.
[23]Zhang,H.,Behrman,J.R.,Fan,C.S.,et al.Does Parental Absence Reduce Cognitive Achievements?Evidence from Rural China[J].Journal of Development Economics,2014,111(C):181-195.
[24]王文涛.农村社会结构变迁背景下的社会资本转换与农户收入差距[D].重庆:西南大学,2017.
[25]Ashtiani,M.,Feliciano,C.Access and Mobilization:How Social Capital Relates to Low-Income Youth’s Postsecondary Educational(PSE)Attainment[J].Youth&Society,2018,50(4):439-461.
[26]王慧敏,吴愈晓等.家庭社会经济地位、学前教育与青少年的认知-非认知能力[J].青年研究,2017,(6):46-57.
[27]Kalmus,V.,Blinka,L.,Olafsson,K.Does It Matter What Mama Says:Evaluating the Role of Parental Mediation in European Adolescents’Excessive Internet Use[J].Children&Society,2015,29(2):122-133.
[28]Fortin,N.M.,Oreopoulos,P.,Phipps,S.Leaving Boys Behind:Gender Disparities in High Academic Achievement[J].Journal of Human Resources,2015,50(3):549-579.
[29]Chernozhukov,V.,Hansen,C.Instrumental Quantile Regression Inference for Structural and Treatment Effect Models[J].Journal of Econometrics,2006,132(2):491-525.
[30]Chernozhukov,V.,Hansen,C.Instrumental Variable Quantile Regression:A Robust Inference Approach[J].Journal of Econometrics,2008,142(1):379-398.
(1)数据来源于由国际电信联盟(ITU)发布的《2017年宽带状况》(The State of Broadband 2017)。
(2)据中国互联网络信息中心(CNNIC)发布的《第41次中国互联网络发展状况统计报告》,截至2017年底,中国网民规模达到7.72亿,互联网普及率为55.8%,分别比全球和亚洲的平均水平高出4.1和9.1个百分点。
(3)数据来源于教育部网站:http://www.moe.edu.cn/srcsite/A16/s3342/201606/t20160622_269367.html。
(4)正如习近平总书记在《致国际教育信息化大会的贺信》中指出的,中国坚持不懈推进教育信息化,努力以信息化为手段扩大优质教育资源覆盖面,通过教育信息化,逐步缩小区域、城乡数字差距,大力促进教育公平。摘自新华网:http://www.xinhuanet.com/2015-05/23/c_1115383959.htm。
(1)这一分析框架的合理性已经得到相关研究的间接证实:有文献采用相似的框架分析了社会资本对收入差距的作用机制[16-18];也有文献分析了社会资本对农民工与城市职工收入差距的影响[19]。
(2)数据来源于中国互联网络信息中心(CNNIC)发布的《中国青少年上网行为研究报告》。
(3)(4)数据来源于中国互联网络信息中心(CNNIC)发布的《第42次中国互联网络发展状况统计报告》。
(1)工具变量分位数回归(IVQR)不仅能够刻画解释变量对被解释变量的异质性影响,从而得到比古典均值回归更加稳健、有效的估计结果,而且可以有效弱化模型的内生性问题所带来的干扰,从而增强统计推断的效力[29][30]。
[2]胡永斌.“互联网+”背景下美国K-12教育转型分析[J].中国电化教育,2016,(3):33-38.
[3]徐小琪,李燕凌等.城乡中小学生使用互联网学习现状对比分析--基于CFPS2016数据[J].中国电化教育,2018,(7):104-110.
[4]陈海东.信息技术促进教育优质均衡发展:内涵、案例与对策[J].中国电化教育,2010,(12):35-38.
[5]李慧勤,李晓双等.城乡学生认知能力差异的实证研究[J].教育研究,2017,(7):115-121.
[6]Carroll,J.B.Human Cognitive Abilities:A Survey of Factor Analytic Studies[M].Cambridge:Cambridge University Press,1993.
[7]Autor,D.H.Skills,Education,and the Rise of Earnings Inequality among the“Other 99 Percent”[J].Science,2014,344(6186):843-851.
[8]Cunha,F.,Heckman,J.J.,Schennach,S.M.Estimating the Technology of Cognitive and Noncognitive Skill Formation[J].Econometrica,2010,78(3):883-931.
[9]崔岩.“90后”青年社会认知特征和社会评价分析[J].青年研究,2016,(4):38-46.
[10]Rosen,L.D.Rewired:Understanding the IGeneration and the Way They Learn[M].New York:St.Martin’s Press,2010.
[11]Fitz,N.S.,Reiner,P.B.Perspective:Time to Expand the Mind[J].Nature,2016,531(7592):S9-S9.
[12]Lui,K.F.H.,Wong,A.C.N.Does Media Multitasking always Hurt?A Positive Correlation between Multitasking and Multisensory Integration[J].Psychonomic Bulletin&Review,2012,19(4):647-653.
[13]Hadlington,L.J.Cognitive Failures in Daily Life:Exploring the Link with Internet Addiction and Problematic Mobile Phone Use[J].Computers in Human Behavior,2015,51(A):75-81.
[14]Ko,C.H.,Yen,J.Y.,Yen,C.F.,et al.The Association between Internet Addiction and Psychiatric Disorder:A Review of the Literature[J].European Psychiatry,2012,27(1):1-8.
[15]Fung,A.L.C.,Gerstein,L.H.,Chan,Y.,et al.Relationship of Aggression to Anxiety,Depression,Anger,and Empathy in Hong Kong[J].Journal of Child and Family Studies,2015,24(3):821-831.
[16]Lin,N.Social Capital:A Theory of Social Structure and Action[M].Cambridge:Cambridge University Press,2001.
[17]周晔馨.社会资本是穷人的资本吗?--基于中国农户收入的经验证据[J].管理世界,2012,(7):83-95.
[18]谢家智,王文涛.社会结构变迁、社会资本转换与农户收入差距[J].中国软科学,2016,(10):20-36.
[19]程诚,边燕杰.社会资本与不平等的再生产:以农民工与城市职工的收入差距为例[J].社会,2014,(4):67-90.
[20]World Bank.World Development Report 2016:Digital Dividends[R].World Bank Working Paper No.23347,2016.
[21]江求川.家庭背景、学校质量与城乡青少年认知技能差异[J].教育与经济,2017,(6):21-30.
[22]李艳,赵乾翔等.城乡中学生网络不平等现象探析--以南通市为例[J].中国电化教育,2012,(9):117-123.
[23]Zhang,H.,Behrman,J.R.,Fan,C.S.,et al.Does Parental Absence Reduce Cognitive Achievements?Evidence from Rural China[J].Journal of Development Economics,2014,111(C):181-195.
[24]王文涛.农村社会结构变迁背景下的社会资本转换与农户收入差距[D].重庆:西南大学,2017.
[25]Ashtiani,M.,Feliciano,C.Access and Mobilization:How Social Capital Relates to Low-Income Youth’s Postsecondary Educational(PSE)Attainment[J].Youth&Society,2018,50(4):439-461.
[26]王慧敏,吴愈晓等.家庭社会经济地位、学前教育与青少年的认知-非认知能力[J].青年研究,2017,(6):46-57.
[27]Kalmus,V.,Blinka,L.,Olafsson,K.Does It Matter What Mama Says:Evaluating the Role of Parental Mediation in European Adolescents’Excessive Internet Use[J].Children&Society,2015,29(2):122-133.
[28]Fortin,N.M.,Oreopoulos,P.,Phipps,S.Leaving Boys Behind:Gender Disparities in High Academic Achievement[J].Journal of Human Resources,2015,50(3):549-579.
[29]Chernozhukov,V.,Hansen,C.Instrumental Quantile Regression Inference for Structural and Treatment Effect Models[J].Journal of Econometrics,2006,132(2):491-525.
[30]Chernozhukov,V.,Hansen,C.Instrumental Variable Quantile Regression:A Robust Inference Approach[J].Journal of Econometrics,2008,142(1):379-398.
(1)数据来源于由国际电信联盟(ITU)发布的《2017年宽带状况》(The State of Broadband 2017)。
(2)据中国互联网络信息中心(CNNIC)发布的《第41次中国互联网络发展状况统计报告》,截至2017年底,中国网民规模达到7.72亿,互联网普及率为55.8%,分别比全球和亚洲的平均水平高出4.1和9.1个百分点。
(3)数据来源于教育部网站:http://www.moe.edu.cn/srcsite/A16/s3342/201606/t20160622_269367.html。
(4)正如习近平总书记在《致国际教育信息化大会的贺信》中指出的,中国坚持不懈推进教育信息化,努力以信息化为手段扩大优质教育资源覆盖面,通过教育信息化,逐步缩小区域、城乡数字差距,大力促进教育公平。摘自新华网:http://www.xinhuanet.com/2015-05/23/c_1115383959.htm。
(1)这一分析框架的合理性已经得到相关研究的间接证实:有文献采用相似的框架分析了社会资本对收入差距的作用机制[16-18];也有文献分析了社会资本对农民工与城市职工收入差距的影响[19]。
(2)数据来源于中国互联网络信息中心(CNNIC)发布的《中国青少年上网行为研究报告》。
(3)(4)数据来源于中国互联网络信息中心(CNNIC)发布的《第42次中国互联网络发展状况统计报告》。
(1)工具变量分位数回归(IVQR)不仅能够刻画解释变量对被解释变量的异质性影响,从而得到比古典均值回归更加稳健、有效的估计结果,而且可以有效弱化模型的内生性问题所带来的干扰,从而增强统计推断的效力[29][30]。