2001年，国务院发布《关于基础教育改革与发展的决定》，提出在有需要和有条件的地方设立寄宿制学校，我国的寄宿生人数开始骤然增长。到2018年，全国小学寄宿生1076万，初中寄宿生2171万，分别占总人数的10.41%和46.67%。毋庸置疑，寄宿学校在提高国家教育资源利用率，解决农村区域中小学生上学路程偏远和留守儿童教育问题上起到了举足轻重的作用。但由于我国教育资源分配不均，寄宿制学校的发展也存在经费不足、办学条件落后、缺乏后勤保障人员等诸多问题。同走读生相比，寄宿生远离家庭和父母，独自一人在校食宿的这种特殊教育形式也对学生个人发展带来一定的影响。那么，在校寄宿这种特殊的学习和生活方式对初中生的个人发展究竟会产生怎样的影响呢?

本文使用中国教育追踪调查（CEPS）2013-2014年基线调查的学生样本数据，借助OLS回归模型和倾向得分匹配法（PSM），从认知能力和非认知能力两个维度，探究在控制个人特征、家庭背景和地区背景之后，寄宿对初中学生发展分别产生了怎样的影响。全文共有七个部分。第一部分是绪论，第二部分是文献综述，第三部分是研究设计，第四部分和第五部分报告了寄宿对初中学生认知能力与非认知能力两个维度的影响结果，第六部分从性别、年级、地区三个方面对寄宿的影响效应进行异质性分析，第七部分讨论研究结果并分析研究局限。研究结果显示：

第一，从全样本看来，在认知能力维度，寄宿对初中生的学业成绩有显著正向影响，对初中学生认知测试成绩有负向影响，但结果并不显著。

第二，在非认知能力维度，寄宿对初中生的开放性和尽责性影响结果不显著。对初中生的情绪稳定性有显著负向影响，在校寄宿使初中生的消极情绪体验明显增多。社会性上，寄宿对初中生的朋友数量无显著影响，但与朋友质量（负向）显著正相关，说明在校寄宿扩大了初中生的交友数量，但也更容易交到不良习惯的朋友。

第三，依据性别、年级、地区进行分样本异质性分析，发现在认知能力和非认知能力两个维度，寄宿对男生的影响效应都大于女生。寄宿对九年级学生的数学成绩和情绪稳定性有显著影响，寄宿对七年级学生的朋友质量影响效应更大，七年级学生更容易与有坏习惯的同学交朋友。寄宿对乡镇农村学校学生的语文成绩和数学成绩有显著影响，对乡镇农村学生情绪稳定性水平的影响效应高于城区学校学生，这说明对乡镇农村的学生来说，寄宿一方面更有利于学业进步，但与此同时，寄宿给乡镇农村学校学生带来的消极情绪也要引起重视。

In 2001, the State Council issued the Decision on the Reform and Development of Basic Education, proposing to set up boarding schools in places where they are needed and qualified. The number of boarding students in China began to increase sharply. By 2018, there were 10.76 million boarding students in primary schools and 21.71 million boarding students in junior middle schools, accounting for 10.41% and 46.67% of the total number respectively. There is no doubt that the establishment of boarding schools has played an important role in solving the remote distance between primary and secondary school students in rural areas and the education of left-behind children. However, due to the uneven distribution of educational resources in China, there are many problems in the development of boarding schools, such as insufficient funds, backward conditions for running school, lack of logistics support personnel and so on. Compared with the day students, the boarding students are far away from their families and parents, and this form of special education in which they live alone in school also has a certain impact on the personal development of students. So, what kind of impact will the special learning and lifestyle of boarding at school have on the personal development of junior high school students.

This article uses the student sample data of the China Education Panel Survey (CEPS) 2013-2014 baseline survey, with the help of the OLS regression model and the Propensity Score Matching method (PSM), from the two dimensions of cognitive ability and non-cognitive ability to explore when controlling personal characteristics, family background and regional background, what kind of influence does boarding have on the development of junior high school students. There are seven parts in this paper. The first part is the introduction, the second part is the literature review, the third part is the research design, the fourth and fifth parts report the results of boarding on the cognitive ability and non-cognitive ability of junior high school students. The sixth part analyzes the heterogeneity of boarding effect from gender, grade and region. The seventh part discusses the research results and analyzes the limitations of the research. The results show that:

First, from the perspective of the whole sample, in the dimension of cognitive ability, boarding has a significant positive impact on junior high school students' academic performance, and a negative impact on junior high school students' cognitive test performance, but the impact is not significant.

Second, in the dimension of non-cognitive ability, boarding has no significant effect on the openness and conscientiousness of junior high school students. It has a significant negative impact on the emotional stability of junior high school students. Boarding at school significantly increases the negative emotional experience of junior high school students. In terms of sociality, boarding has no significant effect on the number of friends of junior high school students, but it has a significant positive correlation with the quality of friends (negative), indicating that boarding at school has expanded the number of friends made by junior high school students, but it is also easier to make friends with bad habits .

        Third, a sample heterogeneity analysis based on gender, grade, and region found that in the two dimensions of cognitive ability and non-cognitive ability, the effect of boarding on boys is greater than that of girls. Boarding has a significant effect on the mathematics performance and emotional stability of ninth grade students. Boarding has a greater effect on the quality of friends of seventh grade students, and seventh grade students are more likely to make friends with classmates with bad habits. Boarding has a significant impact on the language and mathematics scores of students in township and rural schools, and the effect on the emotional stability of rural students is higher than that of urban school students. This shows that for rural students in towns and villages, boarding on the one hand is more conducive to academics progress, but at the same time, the negative emotions that boarding brings to township and rural school students should also be paid ATTention to.