摘要
利用“中国教育追踪调查”数据库2013-2014学年基线数据和2014-2015学年追踪数据,实证分析非认知能力对初中生学业成绩的影响,研究发现:初中生非认知能力发展存在显著的群体差异,男生、农村学生和中低收入家庭学生的非认知能力水平显著更低。OLS回归结果显示,在控制了个体前期学业成绩之后,非认知能力对初中生学业成绩依然有显著正向影响,其中自我教育期望影响效应最大,上述效应因性别、户籍和家庭经济状况的不同而呈现显著组间差异。分位数回归表明,非认知能力对中低学业水平学生的影响效应更大。本研究的启示是,家庭和学校要充分认识发展非认知能力的重要性,重视对学生非认知能力的培养,同时,政府要强化对处境不利学生非认知能力的投资干预,提升弱势群体的非认知能力。
Based on the data of the China Education Panel Survey(CEPS)during the two periods of 2013-2014 and 2014-2015,this paper provides an empirical analysis of the impact of the non-cognitive ability on middle school students’academic performance.The research indicates that there are significant group differences in the development of non-cognitive ability of middle school students.Male students,students from rural areas or low-income families show a significant lower level of non-cognitive skills.The OLS regression results show that the non-cognitive ability still has a significant positive effect on middle school students’academic achievement after controlling the individual’s previous academic achievement.The effect of self-education expectation is the most prominent.Students present the distinctive group differences according to sexes,regions of residency and family financial conditions.The quantile regressions indicate that the effect of the non-cognitive ability is greater for students at low and middle academic levels.The implication of this study is that families and schools should fully understand the importance of the development of the non-cognitive ability,while the government should strengthen the investment to the development of the non-cognitive ability of the disadvantaged students.
作者
雷万鹏
李贞义
Lei Wanpeng;Li Zhenyi(School of Education,Research Center of Basic Education,Central China Normal University,Wuhan 430079)
出处
《华中师范大学学报（人文社会科学版）》
CSSCI
北大核心
2021年第6期154-163,共10页
Journal of Central China Normal University:Humanities and Social Sciences
基金
国家社会科学基金教育学一般课题“农村小规模学校教育成本测算与财政支持政策研究”(BFA200070)。
关键词
非认知能力
学业成绩
初中生
the non-cognitive ability
academic achievement
middle school students
