The influence of parental involvement on students’ non-cognitive abilities in rural ethnic regions of northwest China

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lin Li, Han Liu, Yupan Kang, Yaojiang Shi, Zijian Zhao
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Abstract

The development of children’s non-cognitive abilities is crucial for both individuals and society as a whole. In this study, using a follow-up survey on 5369 primary students in rural ethnic regions of northwest China, we aim to examine the levels of parental involvement in rural ethnic regions and investigate its effect on students’ non-cognitive abilities. Our results show the following: first, parental involvement in rural ethnic regions of northwest China is quite low. Parents pay more attention to their children’s academic performance than to their non-cognitive abilities and the personal involvement is seriously lacking. Second, students from families with more favorable economic status, high parental education levels, non-migrant parents, and primary caregivers who are parents experience higher levels of parental involvement. Though Han students generally have higher maternal involvement and lower paternal involvement than minorities, the ethnic differences are reduced after controlling the covariates. Third, using the value-added model, after controlling for individual, family, class, county and baseline variables, we find that maternal behavioral and personal involvement and paternal cognitive and behavioral involvement have significant positive effects on children’s non-cognitive abilities. We use causal identification methods including propensity score matching and Mahalanobis distance matching to do the robustness test.

父母参与对西北民族地区农村学生非认知能力的影响
儿童非认知能力的发展对个人和整个社会都至关重要。本研究通过对中国西北民族地区农村 5369 名小学生的跟踪调查,考察了中国西北民族地区农村学生家长的参与程度,并探讨了家长参与对学生非认知能力的影响。结果表明:第一,西北民族地区农村学生家长参与度较低。家长对子女学习成绩的关注多于对其非认知能力的关注,个人参与严重不足。其次,家庭经济状况较好、父母受教育程度较高、父母非外来务工人员、主要照顾者为父母的学生,其父母参与程度较高。虽然汉族学生的母亲参与度和父亲参与度普遍高于少数民族学生,但在控制协变量后,民族差异有所缩小。第三,利用增值模型,在控制了个人、家庭、班级、县和基线变量后,我们发现母亲的行为和个人参与以及父亲的认知和行为参与对儿童的非认知能力有显著的积极影响。我们使用倾向得分匹配和 Mahalanobis 距离匹配等因果识别方法进行了稳健性检验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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