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논문 기본 정보

자료유형
학술저널
저자정보
Yu Wenya (경북대학교)
저널정보
아태인문사회융합기술교류학회 아시아태평양융합연구교류논문지 아시아태평양융합연구교류논문지 제7권 제10호
발행연도
2021.10
수록면
163 - 176 (14page)
DOI
http://dx.doi.org/10.47116/apjcri.2021.10.14

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This study is aimed at analyzing the structural relationship between Chinese family background and cognitive ability through the analysis of Chinese Education Panel Survey (CEPS) data. The subjects of analysis were a total of 19,487 students in the first(10,279 students) and third grades(9,208 students) of Chinese middle schools, but 18990 people were included in the analysis through frequency analysis. Among them, 18,691 data was actually used when the analysis model was turned around, due to the Missing value. For the analysis, SPSS 24.0 and AMOS 24.0 programs were used, and the descriptive statistics and correlations for each variable were analyzed through SPSS24.0. Mean and standard deviation, kurtosis and skewness were confirmed through descriptive statistics. Next, the structural equation model was applied through AMOS24.0. In analyzing CEPS data, the study uses not only the students' academic achievement in language, mathematics, and English, but also their cognitive ability test scores. In addition, except for family background, the study considers variables at home such as social capital, personal variables such as self-efficacy levels, and school background variables such as interpersonal relationships. The result showed that first, family background had a distinct relationship with social capital, self-efficacy level, and cognitive ability. Among them, it was observed that one’s family background had the most significant impact on cognitive ability, while it did not have a significant direct effect on interpersonal relationship ability. Second, it was observed that a family’s social capital exerts a significant impact on self-efficacy level and peer relationship skills, but it was observed not to have a significant impact on one’s cognitive abilities. Third, it was observed that one’s self-efficacy level significantly impacts interpersonal relationship and cognitive abilities. Thus, the higher one’s self-efficacy level, the higher the academic achievement. Finally, it was observed that peer relations do have a significant impact on one’s cognitive ability. It promotes fairness of education and society in China by breaking down the phenomenon of intergenerational transmission caused by the family background, and provide intervention policies to narrow the gap between acquired educational resources and opportunities for students with different family backgrounds.
#Family Background #Social Capital at Home #Self-efficacy #Peer Relationship #Cognitive Ability

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참고문헌 (44)

참고문헌 신청
Z. J. He / 2017 / The Return to Cognitive and Non-cognitive Skills: Empirical Evidence from PIAAC / Research on Economics and Management 38(5):66~74 google schola Z. H. Wang / 2016 / Estimating the Return to Education with Cognitive and Non-cognitive Ability google schola W. H. Sewell / 2004 / As We Age: A Review of the Wisconsin Longitudinal Study, 1957-2001 / Research in Social Stratification and Mobility 20:3~111 google schola G. Y. Hang / 2003 / China People's Livelihood Development Report 2013 / Peking University Press google schola E. Bettinger / 2006 / Patience among children / Journal of Public Economics 91(1):343~363 google schola

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