学校和家庭投入对儿童非认知能力发展的影响效应研究

.Many empirical studies have provided evidences that students’ non-cognitive abilities, such as responsibility, cooperative and social participation abilities, have great impacts on their future economic lives. However such abilities are not yet brought to the perspectives of the people in China. Student’s examination scores are still the most key indicator to evaluate educational achievement, and as a result students in China are lack of non-cognitive ability development. In order to improve students’ non-cognitive ability, the first question is that we should identify the factors that significantly affect students’ non-cognitive abilities. For the most previous studies of education production function, the output is set by the test score representing the student’s cognitive ability, conditioned by the difficulties of measuring students’ non-cognitive ability. However, with the developing of the psychology, instruments to measure non-cognitive abilities has been made much progress in recent years, which might provide the condition to expand the education production function models. This project will expand the educational production with the achievement in measuring the non-cognitive abilities by psychologists. The object is to identify factors, including whatever from schools or families, that affecting the development of students’ non-cognitive ability, and ways of which to be organized. The result can provide new evidences and recommendation on how to improve students’ non-cognitive abilities for the decision-makers..

研究表明，儿童的非认知能力发展，如责任心、合作能力和社会参与能力等，对其未来的工作和生活是至关重要的。但当今中国教育仍然过于偏重认知技能，考试成绩是教育评价最主要的指标，导致中国学生的非认知能力发展很不足。要促进儿童的非认知能力发展，首要解决的问题是找出影响儿童非认知能力发展的因素。但已有的教育生产函数研究主要是围绕偏重认知能力的学业成绩展开的。这可能是受制于非认知能力难以测量的缘故。随着心理学在开发非认知能力测量工具上取得的进展，这一难题逐步得到解决，为拓展非认知能力的教育生产函数研究提供了前提条件。本项目即在这一背景之下，借鉴心理学的研究成果来拓展教育生产函数模型，通过使用对中国东部、中部和西部的学生和家长的问卷调查数据，找出影响中小学生非认知能力发展的家庭和学校教育投入要素及其效应，为促进学生非认知能力发展的教育资源配置提供新的发现和证据

本项目从人力资本投资的视角开展儿童非认知能力的教育投资研究。主要内容包含建构儿童非认知能力发展指标体系、调查儿童非认知能力水平的分布和特征；研究学校和家庭投入要素对儿童非认知能力发展的影响效应，为家庭和学校教育投资决策提供依据。主要的成果和意义如下：..一是在理论和文献研究的基础上，研制出一套测量儿童非认知能力的框架和测量工具，包括儿童的大五人格、自尊、控制点、时间偏好、坚韧性、合作和竞争、参与度等。这套工具可用于测量中国儿童非认知能力的发展情况。..二是建成中国儿童非认知能力测量数据库。采取多阶段分层整群抽样方法，抽取中国东、中、西部的6个城市和1个直辖市，共87所小学、初中和高中学校，有效样本8847名学生，进行了非认知能力和教育投入要素的测量，为开展儿童非认知技能的教育投资研究提供了宝贵的数据基础。..三是在全国调查基础上，对家庭和学校教育投入对儿童非认知技能发展的影响进行了实证分析和影响效应探索。主要的发现包括：儿童非认知能力在学段、性别、户籍、家庭经济背景、学校情况表现出显著的差异分布；并且学校教育和家庭教育各类要素对儿童的非认知能力的发展表现为明显的影响效应。这为政府、学校和家庭改进家庭、学校和社会的教育投资策略提供实证证据。