社会杂志 ›› 2022, Vol. 42 ›› Issue (2): 60-93.
• 专题二:“双减”研究:课外补习的机制与效应 • 上一篇 下一篇
李适源1, 刘爱玉2
发布日期:
2022-03-24
作者简介:
刘爱玉,E-mail:layyby@pku.edu.cn
基金资助:
LI Shiyuan1, LIU Aiyu2
Published:
2022-03-24
Supported by:
摘要: 本文关注中国大陆中学生课外补习参与及其负向情绪生成的因果关系。本文基于中国教育追踪调查两期数据,借助工具变量等方法来化解内生性偏误,在量化层面上回答了课外补习参与“是否致郁”以及“使谁抑郁”等问题。本研究主要发现如下:其一,课外补习参与对中学生的情绪健康状况具有显著的“致郁效应”,但这种效应主要存在于家庭背景占劣势的较低阶层的子女当中,而家庭背景具有优势的较高阶层的子女对此类负向情绪有更强的抵御能力,表现出了“心理免疫”的现象;其二,本文从“情绪调节”的角度入手,对“致郁效应”的阶层异质性做出了进一步解释。研究结果有助于我们深入理解课外补习参与可能具有的健康不平等意涵。
李适源, 刘爱玉. “忧郁的孩子们”:课外补习会带来负向情绪吗?——基于中国教育追踪调查(CEPS)两期数据的因果推断[J]. 社会杂志, 2022, 42(2): 60-93.
LI Shiyuan, LIU Aiyu. “Melancholic Children”: Does Cram School Participation Lead to Negative Emotions? Causal Inference Based on Chinese Education Panel Survey (CEPS) Data[J]. Chinese Journal of Sociology, 2022, 42(2): 60-93.
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