父母教育期望对农村留守儿童能力发展的影响——基于CEPS数据的实证研究  

The Effect of Parents’ Educational Expectation on the Ability Development of Rural Left-Behind Children——An Empirical Study Based on CEPS Data

作　　者：张天雪[1] 黄恒 ZHANG Tian-xue;HUANG Heng(Collegeof TeacherEducation,ZhejiangNormal University)

机构地区：[1]浙江师范大学教育改革与发展研究院 [2]浙江师范大学教师教育学院

出　　处：《教育经济评论》2022年第4期75-92,共18页China Economics of Education Review

摘　　要：基于中国教育追踪调查数据,实证分析了父母教育期望对农村留守儿童能力发展的影响及内在中介机制。研究发现:农村留守儿童各方面能力显著低于农村非留守儿童,父母教育期望显著正向影响留守儿童能力发展。具体而言,学业期望对留守儿童学业成绩的影响效应最大,而学历期望对留守儿童各方面能力的影响效应最为广泛,父母参与、教师支持在父母教育期望和留守儿童能力发展之间存在显著的链式中介效应。当教师支持或父母参与和教师支持共同作为中介时,会显著促进留守儿童能力的发展,父母参与则呈现出遮掩效应,在一定程度阻碍了留守儿童各方面能力的提升。Based on the data of Chinese education follow-up survey, this paper empirically analyzes the effect of parents’ educational expectation on the ability development of rural left-behind children and its internal intermediary mechanism.It is found that the abilities of left-behind children in rural areas are significantly lower than those of non-left-behind children, and parents’ educational expectations have a significant positive impact on the ability of left-behind children, specifically, academic expectation has the greatest effect on the academic performance of left-behind children.on the other hand, the education expectation has the most extensive effect on all aspects of the abilities of the left-behind children.Parental participation and teacher support have a significant chain mediating effect between parents’ educational expectations and the ability development of left-behind children.When teachers’ support or parents’ participation and teacher support are used as an intermediary, it will significantly improve the ability of left-behind children, while parental participation has a certain masking effect, which hinders the improvement of left-behind children’s abilities to a certain extent.

关 键 词：农村留守儿童 能力发展 父母教育期望 父母参与 教师支持 

分 类 号：G78[文化科学—教育学] G521