家庭社会经济地位、学前教育与青少年的认知-非认知能力
发布时间：2018-08-19 09:50
【摘要】：基于"中国教育追踪调查"2013-2014年基线数据,探讨了家庭社会经济地位对学前教育获得的影响以及学前教育对青少年认知能力和非认知能力发展的影响。研究发现:学前教育获得与家庭社会经济地位有关,社会经济地位较高的家庭其子女更可能接受学前教育;学前教育对个体能力的发展存在长期效应,与未接受过学前教育的学生相比,接受过学前教育的学生在认知能力(认知测试得分和学业考试成绩)和非认知能力(自我效能和社会交往)方面均有更好的表现;家庭社会经济地位既通过学前教育间接影响个体能力发展,也会对个体能力发展产生独立的直接作用。由于学前教育在个体生命历程中会产生持久影响,因此通过一系列制度改革保障学前教育机会的公平分配,对缓解社会经济地位不平等具有重要意义。
[Abstract]:Based on the baseline data of China Education tracking Survey 2013-2014, this paper discusses the impact of family socioeconomic status on pre-school education acquisition and the influence of pre-school education on adolescents' cognitive and non-cognitive development. The study found that access to pre-school education is related to the socioeconomic status of the family, and families with higher socioeconomic status are more likely to receive pre-school education, and that pre-school education has a long-term effect on the development of individual abilities. Compared with the students who have not received pre-school education, the students who have received pre-school education have better performance in cognitive ability (cognitive test score and academic test score) and non-cognitive ability (self-efficacy and social interaction). The social and economic status of the family not only indirectly influences the development of individual ability through preschool education, but also has an independent direct effect on the development of individual ability. Since preschool education has a lasting impact on the individual's life course, it is of great significance to ensure the fair distribution of preschool education opportunities through a series of system reforms to alleviate the social and economic status inequality.
【作者单位】： 南京大学社会学院;
【分类号】：D669.5
，
本文编号：2191303
[Abstract]:Based on the baseline data of China Education tracking Survey 2013-2014, this paper discusses the impact of family socioeconomic status on pre-school education acquisition and the influence of pre-school education on adolescents' cognitive and non-cognitive development. The study found that access to pre-school education is related to the socioeconomic status of the family, and families with higher socioeconomic status are more likely to receive pre-school education, and that pre-school education has a long-term effect on the development of individual abilities. Compared with the students who have not received pre-school education, the students who have received pre-school education have better performance in cognitive ability (cognitive test score and academic test score) and non-cognitive ability (self-efficacy and social interaction). The social and economic status of the family not only indirectly influences the development of individual ability through preschool education, but also has an independent direct effect on the development of individual ability. Since preschool education has a lasting impact on the individual's life course, it is of great significance to ensure the fair distribution of preschool education opportunities through a series of system reforms to alleviate the social and economic status inequality.
【作者单位】： 南京大学社会学院;
【分类号】：D669.5
，
本文编号：2191303
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