青少年学业表现中的同伴效应——来自中国初中生的证据
Peer Effect on Children’s Academic Performance—Evidence from Secondary School Students in China
DOI: 10.12677/ae.2025.1591658, PDF,   
作者: 戴超诺：澳门城市大学金融学院，澳门；吕 欣：新华南路小学，天津
关键词: 同伴效应；准随机试验；学业表现；Peer Effect； Quasi-Random Experiment； Academic Performance
摘要: 本文考察了学生同伴及父母教育水平对学生发展的影响。利用中国教育追踪调查数据，本文发现父母教育水平与学生学业表现和认知能力之间存在正向代际相关性。此外，同伴的学业表现对学生的学业成绩和认知发展具有积极影响。这种同伴效应在高教育家庭和低教育家庭学生之间并无显著差异。本文识别出同伴效应对学业表现的两种潜在机制：面对表现更优异的同伴，学生会更加努力学习，并获得更多父母投入。
Abstract: This paper estimates the effect of children’s peers and parental education on children’s development. Using the China Education Panel Survey, we find a positive intergenerational correlation between parental education and children’s academic performance and cognitive skills. This paper finds that the academic performance of peers has a positive effect on children’s academic performance and cognitive skill development. There is no significant difference between the peer effects on children from high and low-educated families. We find two potential mechanisms of the positive peer effect on academic performance: children study harder and receive more parental input in response to better peers.
文章引用：戴超诺, 吕欣. 青少年学业表现中的同伴效应——来自中国初中生的证据[J]. 教育进展, 2025, 15(9): 193-200. https://doi.org/10.12677/ae.2025.1591658

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