父母“鸡娃”,过犹不及?——初中家长教育参与和学生认知能力的非线性关系探究  

Too Much Parental Involvement?Testing the Curvilinear Relationship Between Parental Involvement and Cognitive Skills in China

作　　者：李昂然 潘芷迪 LI Angran;PAN Zhidi

机构地区：[1]上海纽约大学应用社会经济研究中心 [2]浙江大学社会学系

出　　处：《当代青年研究》2024年第5期1-15,共15页Contemporary Youth Research

基　　金：国家社会科学基金青年项目“社会转型视野下中国家庭结构稳定性与教育公平研究”(20CSH035)。

摘　　要：基于学界对我国家庭教育竞争的热议,文章探讨了初中父母教育参与和学生认知能力的关系,以及这种关系在个体认知能力与城乡结构层面的效应异质性。使用分位数回归模型分析中国教育追踪调查(CEPS)数据发现,父母教育参与和学生认知能力之间存在“倒U形”的非线性关系。而且,这种非线性关系在认知能力较低的学生身上表现得更为明显;对于认知能力较高的学生而言,父母教育参与的作用并不显著。此外,与城市学生相比,父母教育参与的正面影响对于农村学生更弱,并且过度参与的负面效应更早出现,这反映出城乡间家庭教养方式与质量的差异。因此,教育政策应引导家长适度、理性地参与子女教育,并进一步促进优质教育资源在城乡间公平配置。In China,the fierce educational competition has led to a heated public debate on educational equality.This research explores how parental involvement in junior high school affects students’cognitive ability and the heterogeneity of its effects.Using the China Education Panel Survey data,the results show that a non-linear relationship exists between parental participation and cognitive ability.This relationship is more potent for students with lower cognitive ability but has a weaker effect on those with higher cognitive ability.Additionally,compared with urban students,the positive influence of parental involvement is weaker for rural students,while the negative effect of excessive involvement emerges earlier.Overall,educational policies should support parental involvement with a focus on accountability,and further promote educational equality while reducing urban and rural divides.

关 键 词：父母教育参与 认知能力 非线性关系 城乡差异 

分 类 号：D669.5[政治法律—政治学]