家庭收入对本科生批判性思维能力的影响——基于院校层次中介效应的实证研究
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摘要
基于能力的新人力资本理论和阿斯汀的I-E-O模型,利用本土化批判性思维能力测评工具及全国本科生能力测评结果,探讨了家庭收入对本科生批判性思维能力的影响。研究发现:大学生所在家庭的经济收入对其批判性思维能力具有显著的正向影响;同时家庭收入还显著影响高中生进入不同层次院校的机会,而不同层次院校本科生的批判性思维能力是不同的,如此使得院校层次成为家庭收入影响本科生批判性思维能力的中介变量。
Based on new human capital theory and the Astin’s I-E-O model,this essay explores the impacts of family income on critical thinking ability of undergraduate students by analyzing national undergraduate ability assessment data through localized critical thinking ability assessment tool.The results show that the economic income of college students’ family has a significant positive impact on their critical thinking ability.It means whether the students have access to high-level college depends on their family income to a large extent Therefore,type of college become the mediator variable of family income affecting college students’ critica thinking ability.
Based on new human capital theory and the Astin’s I-E-O model,this essay explores the impacts of family income on critical thinking ability of undergraduate students by analyzing national undergraduate ability assessment data through localized critical thinking ability assessment tool.The results show that the economic income of college students’ family has a significant positive impact on their critical thinking ability.It means whether the students have access to high-level college depends on their family income to a large extent Therefore,type of college become the mediator variable of family income affecting college students’ critica thinking ability.
引文
[1]侯龙龙,李锋亮,郑勤华.家庭背景对高等教育数量和质量获得的影响——社会分层的视角[J].高等教育研究,2008(10).
[2]ENNIS R H.Critical thinking:a streamlined conception[J].Teaching Philosophy,1991,14(1):5-25.
[3]郭丛斌,闵维方.家庭经济和文化资本对子女教育机会获得的影响[J].高等教育研究,2006(11).
[4]沈红,张青根.我国大学生的能力水平与高等教育增值[J].高等教育研究,2017(11).
[5]陆根书,刘秀英.大学生能力发展及其影响因素分析——基于西安交通大学大学生就读经历的调查[J].高等教育研究,2017(8).
[6]李雅楠.家庭收入是否影响子女教育水平——基于CHNS数据的实证研究[J].南方人口,2012(4).
[7]LI C L.Social and political changes and inequality in educational opportunities:on the impact of family background and institutional factors on educational attainment(1940-2001)[J].中国社会科学(英文版),2003(4).
[8]COLEMAN J S.Social capital in the creation of human capital[J].American Journal of Sociology,1988,94:95-120.
[9]TEACHMAN J D.Family background,educational resources and educational attainment[J].American Sociological Review,1987,52(4):548-557.
[10]ACKERMAN B P,BROWN E D,IZARD C E.The relations between persistent poverty and contextual risk and children’s behavior in elementary school[J].Developmental Psychology,2004,40(3):367-377.
[11]BRADLEY R H,CORWYN R F.Socioeconomic status and child development[J].Annual Review of Psychology,2002,53:371-399.
[12]DAVIS-KEAN P.The influence of parent education and family income on child achievement:the indirect role of parental expectations and the home environment[J].Journal of Family Psychology,2005,19(2):294-304.
[13]ELIZABATH T,GERSHOFF J,LAWRENCE A,et al.Income is not enough:incorporating material hardship into models of income associations with parenting and child development[J].Child Development,2007,78(1):70-95.
[14]LINVER M R,BROOKS-GUNN J,KOHEN D E.Family processes as pathways from income to young children’s development[J].Developmental Psychology,2002,38(5):719-734.
[15]罗虹,邓冰,王雪静.贵阳城区儿童少年行为问题与家庭背景研究[J].贵阳医学院学报,2000(4).
[16]CUNHA F,HECKMAN J,SCHENNACH S.Estimating the technology of cognitive and noncognitive skill formation[J].Econometrica,2010,78(3):883-931.
[17]MASARIK A S,CONGER R D.Stress and child development:a review of the family stress model[J].Current Opinion in Psychology,2017,13:85-90.
[18]邓小平,罗秀文,邬雨臻.父母卷入在家庭社会经济地位与学业成就间的中介作用:元分析结构方程模型[J].心理科学进展,2016(12).
[19]WHITE K R.The relation between socioeconomic status and academic achievement[J].Sociological Theory&Methods,1982,25(2):229-248.
[20]CARO D H,MCDONALD J T,WILLMS J D.Socioeconomic status and academic achievement trajectories from childhood to adolescence[J].Canadian Journal of Education,2009,32(3):558-590.
[21]IACOBUCCI D.Mediation analysis and categorical variables:the final frontier[J].Journal of Consumer Psychology,2012,22(4):582-594.
[22]RUTTER M,MAUGHAN B.School effectiveness findings1979-2002[J].Journal of School Psychology,2002,40(6):451-475.
(1)CHNS(China Health and Nutrition Survey)调查是中国疾病预防控制中心营养与食品安全所(原中国预防医学科学院营养与食品卫生研究所)与美国北卡罗来纳大学人口中心合作的多年度非连续性追踪调查项目。
(1)更多关于NACC调查的相关信息请参考:沈红,张青根.我国大学生的能力水平与高等教育增值---基于“2016全国本科生能力测评”的分析[J].高等教育研究,2017(11).
(1)这个分布是一个经过修改的Bessel分布,在零点上是不明确的(在中介效应中这不是一个常见的问题,因为大多数的研究对中介效应的预计是非零的)。
[2]ENNIS R H.Critical thinking:a streamlined conception[J].Teaching Philosophy,1991,14(1):5-25.
[3]郭丛斌,闵维方.家庭经济和文化资本对子女教育机会获得的影响[J].高等教育研究,2006(11).
[4]沈红,张青根.我国大学生的能力水平与高等教育增值[J].高等教育研究,2017(11).
[5]陆根书,刘秀英.大学生能力发展及其影响因素分析——基于西安交通大学大学生就读经历的调查[J].高等教育研究,2017(8).
[6]李雅楠.家庭收入是否影响子女教育水平——基于CHNS数据的实证研究[J].南方人口,2012(4).
[7]LI C L.Social and political changes and inequality in educational opportunities:on the impact of family background and institutional factors on educational attainment(1940-2001)[J].中国社会科学(英文版),2003(4).
[8]COLEMAN J S.Social capital in the creation of human capital[J].American Journal of Sociology,1988,94:95-120.
[9]TEACHMAN J D.Family background,educational resources and educational attainment[J].American Sociological Review,1987,52(4):548-557.
[10]ACKERMAN B P,BROWN E D,IZARD C E.The relations between persistent poverty and contextual risk and children’s behavior in elementary school[J].Developmental Psychology,2004,40(3):367-377.
[11]BRADLEY R H,CORWYN R F.Socioeconomic status and child development[J].Annual Review of Psychology,2002,53:371-399.
[12]DAVIS-KEAN P.The influence of parent education and family income on child achievement:the indirect role of parental expectations and the home environment[J].Journal of Family Psychology,2005,19(2):294-304.
[13]ELIZABATH T,GERSHOFF J,LAWRENCE A,et al.Income is not enough:incorporating material hardship into models of income associations with parenting and child development[J].Child Development,2007,78(1):70-95.
[14]LINVER M R,BROOKS-GUNN J,KOHEN D E.Family processes as pathways from income to young children’s development[J].Developmental Psychology,2002,38(5):719-734.
[15]罗虹,邓冰,王雪静.贵阳城区儿童少年行为问题与家庭背景研究[J].贵阳医学院学报,2000(4).
[16]CUNHA F,HECKMAN J,SCHENNACH S.Estimating the technology of cognitive and noncognitive skill formation[J].Econometrica,2010,78(3):883-931.
[17]MASARIK A S,CONGER R D.Stress and child development:a review of the family stress model[J].Current Opinion in Psychology,2017,13:85-90.
[18]邓小平,罗秀文,邬雨臻.父母卷入在家庭社会经济地位与学业成就间的中介作用:元分析结构方程模型[J].心理科学进展,2016(12).
[19]WHITE K R.The relation between socioeconomic status and academic achievement[J].Sociological Theory&Methods,1982,25(2):229-248.
[20]CARO D H,MCDONALD J T,WILLMS J D.Socioeconomic status and academic achievement trajectories from childhood to adolescence[J].Canadian Journal of Education,2009,32(3):558-590.
[21]IACOBUCCI D.Mediation analysis and categorical variables:the final frontier[J].Journal of Consumer Psychology,2012,22(4):582-594.
[22]RUTTER M,MAUGHAN B.School effectiveness findings1979-2002[J].Journal of School Psychology,2002,40(6):451-475.
(1)CHNS(China Health and Nutrition Survey)调查是中国疾病预防控制中心营养与食品安全所(原中国预防医学科学院营养与食品卫生研究所)与美国北卡罗来纳大学人口中心合作的多年度非连续性追踪调查项目。
(1)更多关于NACC调查的相关信息请参考:沈红,张青根.我国大学生的能力水平与高等教育增值---基于“2016全国本科生能力测评”的分析[J].高等教育研究,2017(11).
(1)这个分布是一个经过修改的Bessel分布,在零点上是不明确的(在中介效应中这不是一个常见的问题,因为大多数的研究对中介效应的预计是非零的)。