父母数字素养与儿童人力资本积累：关联路径与中介作用

Parental Digital Literacy and Children’s Human Capital Accumulation: Associational Pathways and Mediating Roles

摘要: 本研究利用中国家庭追踪调查(CFPS) 2018年和2020年的跨期匹配数据，考察父母数字素养与儿童人力资本积累之间的关联及其可能的中介作用。本文从数字接入、数字应用和数字价值感知三个维度构建父母数字素养指标，以2020年儿童学业表现和非认知能力为结果变量，采用主成分分析、逐步回归及家庭聚类Bootstrap检验，比较家庭教育消费、亲子教育参与和儿童数字学习三条关联路径。研究发现，父母数字素养每提高1个标准差，儿童学业表现平均高0.080个标准差，非认知能力的条件关联不显著。教育消费的间接效应最稳定，亲子教育参与仅获弱支持，儿童数字学习路径不显著学业效应主要集中于小学阶段。城乡总体效应差异不显著，但城镇家庭的数字资源转化路径更强。本文建议父母数字素养主要通过优化家庭教育资源配置促进儿童学业积累。家庭数字教育政策应由接入支持转向能力培养，并重点关注小学阶段和农村家庭。

Abstract: This study uses longitudinally matched data from the 2018 and 2020 waves of the China Family Panel Studies (CFPS) to examine the relationship between parental digital literacy and children’s human capital accumulation, as well as its possible mediating mechanisms. The study constructs an index of parental digital literacy from three dimensions: digital access, digital usage, and perceived digital value. The outcome variables are children’s academic performance and non-cognitive skills in 2020. Using principal component analysis, stepwise regression, and household-clustered bootstrap tests, the study compares three pathways: household educational expenditure, parent-child educational involvement, and children’s digital learning. The results show that a one standard deviation increase in parental digital literacy is associated with an average increase of 0.080 standard deviations in children’s academic performance, while the conditional association with non-cognitive skills is not significant. The indirect effect through educational expenditure is the most stable, parent-child educational involvement receives only weak support, and the children’s digital learning pathway does not show a significant effect on academic performance, which is mainly concentrated in the primary school stage. Overall urban-rural differences in effect are not significant, but the digital resource conversion pathway is stronger in urban families. The study suggests that parental digital literacy primarily promotes children’s academic accumulation by optimizing the allocation of household educational resources. Policies on family digital education should shift from access support to capacity-building, with particular focus on the primary school stage and rural households.