| 篇名 |
影子教育提升了学业成绩吗？——来自CEPS的经验证据
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| 並列篇名 |
Does Shadow Education Improve Student Achievement? Empirical Evidence from CEPS
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| 作者 |
徐章星(XU Zhang-xing)
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| 中文摘要 |
本文利用中国教育追踪调查(CEPS2013)数据，运用倾向性得分匹配法(PSM)，分析影子教育对学生学业成绩的影响，并基于影子教育参与时间选择异质性视角，构建中介效应模型，进一步考察了影子教育影响学生学业成绩的可能路径。研究表明：(1)总体上看，影子教育能够提高学生学业成绩，而且这种效应在优势学生群体（非流动学生、非留守学生和家庭经济条件较好的学生）中更明显。(2)周一到周五参与影子教育将显著降低学生学业成绩；周末参与影子教育将显著提高学生成绩，并且学生学业成绩与参与时间经历了一个“先上升再下降”的“倒U型”，当参与时间为4.45小时时，学生学业成绩提升程度最高。(3)在周一到周五，参与影子教育通过挤占休闲时间降低了学生的学业成绩；在周末，参与影子教育通过挤出娱乐时间提升了学生的学业成绩。
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| 英文摘要 |
This paper uses the China Education Panel Survey (CEPS2013) data to analyze the impact of shadow education on student achievement using the Propensity Score Matching (PSM). Based on the perspective of heterogeneity in shadow education participation time, the mediation effect model is used to further investigate the possible path of shadow education affecting student achievement. Studies have shown that: (1) In general，shadow education can significantly improve student performance，and this effect is more significant among non-mobile students，non-left-behind students，and students with better family economic conditions. (2) Participating in shadow education from Monday to Fri(day will significantly reduce student achievement; participating in impact education on weekends will significantly improve student achievement, and student achievement has experienced a “upward U-type” of “first rise and then decrease” in participation time，When the participation time is 4. 45 hours, the student’s performance is the highest. (3) From Monday to Friday，participating in shadow education reduces student performance by squeezing leisure time; at weekends, participating in shadow education improves student achievement by squeezing entertainment time.
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| 頁次 |
009-019
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| 關鍵詞 |
影子教育
、学业成绩
、异质性
、倾向性得分匹配法
、中介效应
、shadow education
、stiadent achievement
、heterogeneity
、Propensity Score Matching
、mediating effect
|
| 卷期 |
17:2
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| 日期 |
202004
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| 刊名 |
基礎教育
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| 出版單位 |
華東師範大學
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| DOI |
10.3969/j.issn. 1005-2232.2020.02.002
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