家庭教育作为教育过程中的关键组成部分，对儿童的成长发展极为重要。当下由家庭教育所引发的教育问题逐渐凸现，“学区热”、“补习热”、“竞赛热”等现象层出不穷，教育焦虑已经成为当下众多家长的普遍心态，加强并深化对于家庭教育的理论研究，科学指导家长实施家庭教育显得尤为重要。同时随着新人力资本理论的诞生，学界开始关注并发现非认知能力在个体成长和发展中具有独特而重要的价值和作用，因此重视对于儿童非认知能力的研究，促进学生非认知能力的发展已经刻不容缓。在查阅相关文献后发现当下国内外对于家庭教养方式与子女非认知能力发展关系的研究较少，且研究存在一定局限性。因此，本研究以人力资本理论、生态系统理论和符号互动理论为基础，选取山东省X中学高中生为研究对象，采用问卷调查法进行数据收集，了解高中生家庭教养方式和非认知能力发展现状，探究高中生家庭教养方式对非认知能力发展的影响，并针对研究结论提出了相关建议。

本研究共收集问卷636份，在剔除无效问卷等数据处理后剩余有效问卷数为423份。本研究使用SPSS软件进行描述性分析得到高中生家庭教养方式和非认知能力发展的现状特点；并运用独立样本T检验和单因素方差分析探索了家庭教养方式和非认知能力在人口学变量上的差异性，同时在运用单因素方差分析了解高中生非认知能力在不同家庭教养方式上的差异性的基础上，进一步使用STATA软件对样本数据进行OLS和似不相关回归分析，以探讨不同的家庭教养方式对高中生非认知能力的影响，并基于研究结论从家长、学校和政府三个主体维度提出相应建议。

通过对样本数据的量化分析，本研究得出以下结论：

首先，通过数据分析可以发现当下X中学高中生家庭教养方式以情感温暖型和信任鼓励型两者为主，而专制型、溺爱型和忽视型三类教养方式则占比较低。在家庭教养方式的人口学变量差异性方面，男生家长更倾向于采用专制型和溺爱型的教养方式，居住地在农村或乡镇的家长会更多地采用溺爱型或忽视型的家庭教养方式，非独生子女家长更倾向于采取专制型和忽视型的教养方式，接受本科教育的家长会更多的采用信任鼓励型和情感温暖型的家庭教养方式。

其次，X中学高中生在非认知能力的自我效能感、集体融入和社交能力三个维度上表现较好，但在意志力和情绪稳定性两个维度上表现不佳。在非认知能力的人口学变量差异性方面，女生的意志力和情绪稳定性水平优于男生，但男生的社交能力比女生优秀，在自我效能感、集体融入和社交能力三个维度上生源地为城市的学生比居住在农村或乡镇的学生表现要好，独生子女的集体融入和社交能力得分明显高于非独生子女，父母学历为本科以上的学生自我效能感维度上的得分更高，但父母未接受本科教育家庭的子女在情绪稳定性方面的表现则更为优秀。

最后，本研究发现生活在不同类型家庭教养方式家庭中的高中生在非认知能力意志力、自我效能感、集体融入、社交能力和情绪稳定性五个维度上均呈现显著性差异，其中情感温暖型教养方式成为效果最好的教养方式，信任鼓励型教养方式次之，专制型、忽视型和溺爱型的家庭教养方式均不利于儿童非认知能力各维度的良好发展。

基于实证研究结论，本研究针对家长、学校和政府三类主体提出相应建议，包括家长应重视家庭教育，转变教育理念及学校应提升支持水平，落实家校协同和政府应加强政策引领，完善监督机制。

As a key component of the education process, family education is extremely important for children's growth and development. At present, the educational problems caused by family education have gradually emerged. Phenomena such as "school district fever", "tutoring fever", and "competition fever" are emerging endlessly. Educational anxiety has become a common mentality among many parents. Strengthening and deepening the theoretical research on family education and scientifically guiding parents to implement family education is particularly important. At the same time, with the birth of the new human capital theory, the academic community has begun to pay attention to and discover the unique and important value and role of non-cognitive abilities in individual growth and development. Therefore, it is urgent to pay attention to the research on children's non-cognitive abilities and promote their development. After reviewing relevant literature, it was found that there is little research on the relationship between parenting styles and children's non-cognitive ability development at home and abroad, and the research has certain limitations. Therefore, based on the human capital theory, ecological system theory, and symbolic interaction theory, this study selected high school students from X high school in Shandong province as the research object, used questionnaire survey to collect data, understood the current situation of high school students' parenting styles and non-cognitive ability development, explored the impact of high school students' parenting styles on non-cognitive ability development, and proposed relevant suggestions based on the research conclusions.

This study collected a total of 636 questionnaires, and after data processing such as removing invalid questionnaires, the remaining number of valid questionnaires was 423. Descriptive analysis was conducted using SPSS software to explore the current status and characteristics of high school students' family upbringing and non-cognitive ability development. Independent sample t-tests and one-way ANOVA were used to investigate the differences in family upbringing and non-cognitive ability across demographic variables. Based on the analysis of differences in non-cognitive ability among different family upbringing styles, one-way ANOVA was further used to explore the impact of different family upbringing styles on high school students' non-cognitive ability. Finally, OLS and seemingly unrelated regression analysis were conducted using STATA software to explore the influence of different family upbringing styles on high school students' non-cognitive ability, and recommendations were made for parents, schools, and government agencies based on the research findings.

The quantitative analysis of the sample data led to the following conclusions.

First, the study found that the emotional warmth and trust and encouragement styles were the main types of parenting styles among high school students' parents at X high school, while the authoritarian, indulgent, and neglectful styles were less common. In terms of demographic differences in parenting styles, male parents were more inclined to adopt authoritarian and indulgent parenting styles, parents living in rural or township areas were more likely to adopt indulgent or neglectful parenting styles, non-only-child parents were more inclined to adopt authoritarian and neglectful parenting styles, and parents with undergraduate education were more likely to adopt trust and encouragement and emotional warmth parenting styles.

Secondly, high school students in X school perform well in three dimensions of non-cognitive ability: self-efficacy, collective integration, and social skills, but they do not perform well in the dimensions of willpower and emotional stability. In terms of demographic differences in non-cognitive abilities, girls have higher levels of willpower and emotional stability than boys, but boys have better social skills than girls. Students from urban areas perform better than those living in rural areas or small towns in terms of self-efficacy, collective integration, and social skills. Only children score significantly higher than non-only children in collective integration and social skills. Students whose parents have a bachelor's degree or higher have higher scores in self-efficacy, but students from families where parents have not received a college education perform better in terms of emotional stability.

Finally, this study found that high school students from different types of families with different parenting styles showed significant differences in five dimensions of non-cognitive abilities: willpower, self-efficacy, collective integration, social skills, and emotional stability. Among them, the affectionate and warm parenting style was the most effective, followed by the trust and encouragement parenting style. The authoritarian, neglectful, and overindulgent parenting styles were all detrimental to the good development of children's non-cognitive abilities in various dimensions.

Based on the empirical research findings, this study provides corresponding recommendations for parents, schools, and governments. These include parents' emphasis on family education, transformation of educational concepts, and schools' improvement of support levels, implementation of home-school collaboration, and governments' strengthening of policy guidance and improvement of supervision mechanisms.