父母参与、压力感知与初中生非认知能力

张要要

父母参与、压力感知与初中生非认知能力

张要要

南京大学政府管理学院, 南京 210023

基金项目:

江苏省高校哲学社会科学研究重大项目“国家治理视阀下公共服务绩效评估与问责实现研究”(2020SJZDA134)

详细信息

中图分类号: G78
计量
- 文章访问数: 316
- HTML全文浏览量: 70
- PDF下载量: 11
- 被引次数: 0
出版历程
- 收稿日期: 2022-07-12
- 网络出版日期: 2022-12-29

Parental Involvement, Perception of Stress, and Non-cognitive Skills of Middle School Students

ZHANG Yaoyao

摘要

摘要: 基于2014—2015年中国教育追踪调查数据（CEPS），探讨父母参与对初中生非认知能力的影响及机制。研究发现，父母参与对非认知能力具有显著正向影响，即父母参与能够促进初中生非认知能力发展，且这一研究结论在替换因变量法和应用工具变量法等稳健性检验后具备足够的可靠性。进一步地，引入学生面对父母参与压力感知的调节效应检验发现，压力感知对父母参与和非认知能力关系具有显著负向调节作用，即随着压力感知增大，父母参与对非认知能力的影响降低。研究结论对于在重视“家庭教育”背景下，深入理解父母参与对子女健康人格全面发展的影响及作用机制具有一定的现实意义，有助于学界和实务部门更好地剖析初中生非认知能力的影响因素。
- 父母参与 /
- 非认知能力 /
- 压力感知 /
- 初中生
Abstract: Based on the 2014-2015 China Education Panel Survey (CEPS) data, the study explores the impact and mechanism of parental involvement on the non-cognitive skills of middle school students. The study found that parental involvement (cognitive involvement, behavioral involvement, emotional involvement, supervisory involvement) has a significant positive impact on non-cognitive skills. That is, parental involvement can promote the development of non-cognitive skills of middle school students, and this research conclusion is replacing. The dependent variable method and the application of instrumental variable method have sufficient reliability after robustness tests. Furthermore, the introduction of middle school students' testing of the moderating effect of parents' involvement in stress perception found that perception of stress has a significant negative moderating effect on the relationship between parental involvement (cognitive involvement, behavioral involvement, supervisory involvement) and non-cognitive skills. That is, as the perception of stress increases, parental involvement impact is reduced. The research conclusions of the article are of practical significance to the in-depth understanding of parental participation on the overall development of adolescents' healthy personality under the background of focusing on "family education". At the same time, it is helpful for academics and practice departments to better analyze the impact of middle school students' non-cognitive skills factor.
- parental involvement /
- non-cognitive skills /
- perception of stress /
- middle school students

HTML全文

参考文献(30)

[1]	李佳丽, 薛海平. 父母参与、课外补习和中学生学业成绩[J]. 教育发展研究, 2019(2):15-22.
[2]	吴帆, 张林虓. 父母参与在青少年行为发展中的作用——基于CEPS数据的实证研究[J]. 中国青年研究, 2018(12):57-66.
[3]	梁文艳, 叶晓梅, 李涛. 父母参与如何影响流动儿童认知能力——基于CEPS基线数据的实证研究[J]. 教育学报, 2018(1):80-94.
[4]	柳建坤, 何晓斌, 贺光烨, 等. 父母参与、学校融入与农民工子女的心理健康——来自中国教育追踪调查的证据[J]. 中国青年研究, 2020(3):39-48.
[5]	SEWELL W H, SHAH V P. Parents' education and children's educational aspirations and achievements[J]. American sociological review, 1968, 33(2):191-209.
[6]	陈淑梅, 张琬, 李燕. 父母参与对儿童学校适应的影响研究:教师支持和儿童自我效能感的多重中介效应[J]. 中国特殊教育, 2020(12):76-82.
[7]	HECKMAN J J, RUBINSTEIN Y. The importance of non-cognitive skills:lessons from the GED testing program[J]. American economic review, 2001, 91(2):145-149.
[8]	BOWLES S, GINTIS H. Schooling in capitalist America:educational reform and the contradictions of American life[M]. New York:Basic Books, 1976.
[9]	GOLDBERG L R. The development of markers for the big-five factor structure[J]. Psychological assessment, 1992, 4(1):1025-1050.
[10]	HECKMAN J J, STIXRUD J, URZUA S. The effects of cognitive and non-cognitive abilities on labor market outcomes and social behavior[J]. Journal of labor economics, 2006, 30(6):884-897.
[11]	陈雨露, 秦雪征. 相貌对个人认知能力与非认知能力的影响——基于中国家庭追踪调查(CEPS)数据的研究[J]. 劳动经济研究, 2018(4):71-96.
[12]	FULKERSON J A, STORY M, MELLIN A, et al. Family dinner meal frequency and adolescent development:relationships with developmental assets and high-risk behaviors[J]. Journal of adolescent health, 2006, 39(3):337-345.
[13]	HECKMAN J J. The economics, technology, and neuroscience of human capability formation[J]. Proceedings of the national academy of sciences, 2007, 104(33):13250-13255.
[14]	SANBONMATSU L, JEFFREY K, DUNCAN G, et al. Neighborhoods and academic achievement:results from the moving to opportunity experiment[J]. Journal of human resources, 2006, 41(4):649-691.
[15]	龚欣, 李贞义. 学前教育经历对初中生非认知能力的影响:基于CEPS的实证研究[J]. 教育与经济, 2018(4):37-45.
[16]	郑磊, 翁秋怡, 龚欣. 学前教育与城乡初中学生的认知能力差距——基于CEPS数据的研究[J]. 社会学研究, 2019(3):122-145.
[17]	郑力. 班级规模会影响学生的非认知能力吗?——一个基于CEPS的实证研究[J]. 教育与经济, 2020(1):87-96.
[18]	刘影, 柴晓运, 龚少英, 等. 父母参与作业的自主动机与小学生积极作业情绪:学生作业自主动机与教师支持的作用[J]. 心理发展与教育, 2017(5):577-586.
[19]	李乐敏, 党瑞瑞, 刘涵, 等. 父母陪伴对青少年非认知能力的影响——基于亲子共餐视角的准实验研究[J]. 人口与发展, 2020(2):88-98.
[20]	李波. 父母参与对子女发展的影响——基于学业成绩和非认知能力的视角[J]. 教育与经济, 2018(3):54-64.
[21]	GONZALEZ-DEHASS A R, WILLEMS P P, HOLBEIN M F. Examining the relationship between parental involvement and student motivation[J]. Educational psychology review, 2005, 17:99-123.
[22]	BURK W J, BRETT L. Mother and adolescent reports of associations between child behavior problems and mother-child relationship qualities:separating shared variance from individual variance[J]. Journal of abnormal child psychology, 2010, 38(5):657-667.
[23]	OLUWATELURE T A. Effects of parental involvement on students attitude and performance in science[J]. African journal of microbiology research, 2010, 4(1):1-9.
[24]	刘保中, 张月云, 李建新. 家庭社会经济地位与青少年教育期望:父母参与的中介作用[J]. 北京大学教育评论, 2015(3):158-176.
[25]	刘桂荣, 滕秀芹. 父母参与对流动儿童学业成绩的影响:自主性动机的中介作用[J]. 心理学探新, 2016(5):433-438.
[26]	徐章星. 青少年家庭作业时间与学业成绩——基于学业压力的调节效应分析[J]. 教育与经济, 2020(5):87-96.
[27]	于爱华, 王琳, 刘华. 随迁对农民工子女非认知能力的影响——基于家校教育过程的中介效应分析[J]. 中国农村观察, 2020(6):124-143.
[28]	GROLNICK W S, SLOWIACZEK M L. Parents' involvement in children's schooling:a multidimensional conceptualization and motivational model[J]. Child development, 1994, 65(1):237-252.
[29]	HINDELANG M J. Correlates of delinquency:the illusion of discrepancy between self-report and official measures[J]. American sociological review, 1979, 44(6):995-1014.
[30]	STOCK J H, WRIGHT J H, YOGO M A. Survey of weak instruments and weak identification in generalized method of moments[J]. Journal of business and economic statistics, 2002, 20(4):518-529.