Golan 尤婧 | 通过榜样力量提高男孩和女孩的志向：来自实验的证据【转】
*中文标题和摘要系简单翻译，可能存在部分错误，请以英文为准
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Jennifer Golan, and Jing You (2021). Raising Aspirations of Boys and Girls through Role Models: Evidence from a Field Experiment. Journal of Development Studies, 57(6):949-979.
摘要：
我们分析了影响孩子学业潜力的孩子的志向和学业信念中的性别差异。我们使用关于中国农村某小学考试成绩的行政数据和一种新颖的调查工具来评估用榜样力量的随机干预实验。我们的干预措施使中文测试成绩提高了0.116个标准差，这是由男孩在处理后持续1年的0.33–0.35个标准差表现提高所推动的。女孩仅在处理后一周内表现出短期的表现提高。对于低志向、自我效能或认知能力的儿童，处理效果尤为明显。虽然对数学测验分数没有平均影响，但我们发现，有传统性别观念并具有较高自我效能感的男孩，以及具有较高自我效能感和志向的女孩在实验中表现更好。志向，信心和性别态度构成了我们研究结果的重要部分。
Abstract
We analyse gender differences in children’s aspirations and academic beliefs that affect their academic potential. We use administrative data on the test scores of a primary school in rural China and a novel survey instrument in the evaluation of a randomised controlled trial of a role-model intervention. Our intervention increases Chinese test scores by 0.116 standard deviations, which is driven by boys’ 0.33–0.35 standard-deviation performance boost that persists into 1 year after the treatment. Girls only experience a short-term increase in performance within a week after the treatment. The impact of the treatment is especially pronounced for children starting with low aspiration, self-efficacy, or cognitive ability. While there is no average impact on Mathematics test scores, we find that boys holding traditional gender attitudes and having a high self-efficacy, and girls of high self-efficacy and aspirations, perform better in response to the treatment. Aspirations, confidence, and gender attitudes account for parts of our findings.
原文链接（点击“阅读原文”跳转）：
http://doi.org/10.1080/00220388.2020.1826445
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