教师支持行为与儿童非认知能力发展

Teachers’ Supportive Behaviors and Development of Children’s Non-cognitive Ability

《财经研究》2023年49卷第1期 页码：94 - 108,168 online：2023年1月3日

作者

中：吴莞生1 , 吴贾2 , 周芷涵3

英：Wu Guansheng1, Wu Jia2, Zhou Zhihan3

作者单位：国家自然科学基金面上项目（72073051）；广东省自然科学基金面上项目（2020A1515010421，2021A1515012304）

摘要及关键词

摘要：人力资本能力包括认知能力与非认知能力，教育的内卷化发展使得家庭、学校和老师都格外注重认知能力培养，往往忽视了非认知能力。然而，非认知能力会对个体未来发展产生深远影响。在人力资本积累过程中，学校尤其是老师对儿童身心健康成长起到了不可替代的作用。文章采用中国教育追踪调查（CEPS）2013−2014学年数据，以儿童时期非认知能力具有较强可塑性为出发点，着重考察了以情感和信息反馈支持测度的教师行为对初中儿童非认知能力的影响，并重点解决了教师行为内生性问题。结果表明，教师情感支持主要改善了儿童的亲和性和外倾性；教师对家长的信息反馈主要改善了儿童的严谨性与开放度。异质性分析表明，教师情感支持更有助于弱势群体儿童（农村户籍、留守和流动儿童）社交能力和亲社会行为的提高。机制分析表明，教师情感支持提高了儿童交朋友的意愿从而提升亲和性与外倾性，信息反馈则通过提高家长对子女的学习监管来提高儿童的严谨性与开放度。本文的研究对于培养健全的儿童“人力资本”，从学校角度提高弱势儿童的非认知能力具有重要参考价值，同时也为家庭教育提供了一定启发。

关键词：非认知能力；教师支持；弱势儿童

Summary: Cognitive ability and non-cognitive ability are two important dimensions of human capital ability. With the increasing competition in education, families, schools, and teachers mainly pay special attention to children’s cognitive ability but neglect non-cognitive ability. However, non-cognitive ability is an important ability that affects the life of children. Schools, especially teachers, play a unique role in the development of children’s physical and mental health. Therefore, the role of teachers in “educating children” is very important in the process of the cultivation of non-cognitive ability, and the accumulation of children’s “human capital” will not only affect their future performance in the labor market, but also accelerate the construction of a talent-powerful nation. Since non-cognitive ability is highly malleable in childhood, this paper uses the data from 2013−2014 China Education Panel Study (CEPS) to estimate the impact of teachers’ behaviors, measured by their emotional support and information feedback on children’s non-cognitive ability. It also deals with the endogeneity of teachers’ supportive behaviors caused by omitted variables and reverse causality. We find that teachers’ emotional support can improve children’s agreeableness and extraversion by helping children make more friends, and teachers’ information feedback behaviors can improve children’s conscientiousness and openness by causing parents to pay more attention to children’s study. In addition, teachers’ emotional support improves the social ability and prosocial behavior of disadvantaged children, such as rural, left-behind, and migrant children. A series of robustness checks further strengthen the conclusions. The contributions are as follows: First, previous literature mainly focuses on the individual characteristics or added value of teachers, while this paper investigates the impact of teachers on children from the perspective of behavior. Second, based on the existing literature, this paper uses a variety of methods to overcome the endogeneity caused by omitted variables and reverse causality and obtain the causal effect of teachers’ behaviors on children’s non-cognitive ability. After re-estimating with instrumental variables constructed by whether teachers’ gender and children’s gender are the same, we confirm that the impact of teacher’s gender on children’s non-cognitive ability in previous studies is generated through teachers’ higher supportive behaviors for children of the same sex. This paper provides policy implications for cultivating children’s human capital and improving the non-cognitive ability of disadvantaged children from the perspective of school, and also provides some inspiration for family education. Therefore, education policy-makers and managers should pay attention to improving teachers’ supportive behaviors, so as to promote the healthy growth of children, provide inexhaustible power for the sustainable development of China, and accelerate the construction of a talent-powerful nation.

Key words:non-cognitive skills; teachers’ support; disadvantaged children

其他信息

DOI：10.16538/j.cnki.jfe.20221118.301

收稿日期：2022-07-12

基金项目：国家自然科学基金面上项目（72073051）；广东省自然科学基金面上项目（2020A1515010421，2021A1515012304）

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