生命周期的早期是人力资本积累的关键时期。影响子女人力资本形成的诸多因素中，家庭教育发挥了不可或缺的作用。近年来，随着我国“双减”政策的出台、家庭教育促进法的正式实施，都意味着家庭教育会在儿童成长过程中占据越来越重要的地位。因此，探讨家庭教育对子女人力资本发展的影响具有鲜明的现实意义，有助于为改善人力资本不平等、促进弱势儿童发展以及缓解代际传递等重要话题提供经验证据。

    基于新人力资本理论以及家庭教育的理论解释，本文将包含家庭教育在内的人力资本生产函数、人力资本代际传递模型以及考虑不同时期家庭教育变量的人力资本形成技术联系起来构建本研究的理论框架。在此基础上，采用中国教育追踪调查的两轮数据，以及中国家庭追踪调查的五轮数据进行实证研究。首先，估计了家庭教育的两个层面——父母教育投入和父母教养方式——对子女认知和非认知能力的影响及机制；进一步分析了家庭教育对子女教育产出即学业表现的影响，包括短期的学业成绩和长期的教育获得。其次，探讨了认知和非认知能力的代际传递以及家庭教育在其中发挥的作用，从而有助于解释社会经济产出中不同代际传递性背后的原因。最后，通过构建人力资本的CES生产函数，探讨了从出生到成年时期的家庭教育对子女人力资本动态形成的非线性影响，从而识别认知和非认知能力的自我生产性，不同能力形成的敏感时期，以及早期和晚期父母教育投入分别带来的效果等重要问题。此外，本文还在实证章节的拓展分析部分着重关注了隔代照料与家庭教育的交互作用对子女人力资本发展带来的影响效应，以及家庭教育在认知和非认知能力的隔代传递中发挥的作用，从而为隔代照料的有关研究提供新的证据。综上，本文通过理论和实证的系统研究，试图丰富和拓展已有文献，为下一步实施相关政策提供依据。

    本文的主要结论包括以下三个方面：

    第一，有利的父母教养方式主要促进的是子女认知能力的发展；而增加父母教育投入主要提升的是子女非认知能力水平。其中的影响机制在于增加父母教育投入或者选取有利的教养方式通过促使子女交到更高质量的朋友、参加学科类辅导和兴趣类辅导，从而提升子女认知和非认知能力水平。具体而言，亲子沟通和关系、父母要求和期望显著提升子女认知和非认知能力水平；父母时间投入主要促进的是子女非认知能力发展。进一步研究发现，家庭教育不仅能够促进子女短期学业成绩的提升，而且对子女学业表现有长期影响，能够提高子女成年时期接受高中或高等教育的概率。此外，有利的教养方式能够缓解隔代照料对子女人力资本发展带来的负面影响。

    第二，本文从代际传递的视角估计了我国父母对子女认知和非认知能力的代际传递效应，并探讨了家庭教育在能力代际传递中的作用。主要发现；字词测试、数列测试、情绪稳定和信心都存在代际间的传递性；而且母亲在能力的代际传递中扮演着更重要的角色。父母教育投入以及父母权威型、专制型和宽容型教养方式显著缓解了认知和非认知能力的传递现象。异质性分析表明，父母教育投入和教养方式都有可能改善弱势群体认知和非认知能力从父代到子代的传递。同时，家庭教育的各维度尤其是父母时间投入和父母要求显著降低了能力的代际传递。进一步研究发现，家庭教育还可以缓解认知和非认知能力的隔代传递以及教育的代际传递。

    第三，本文基于CES生产函数估计了从出生到成年时期的家庭教育对子女人力资本动态形成的非线性影响。主要发现：早期是父母教育投入效率相对较高的敏感时期。子女认知和非认知能力与父母教育投入之间存在互补性，早期并且持续若干时期增加父母教育投入能够极大提升子女认知和非认知能力水平。父母金钱投入在儿童早期认知和非认知能力的形成中作用更大；而父母时间投入则在青少年时期人力资本发展中占据重要地位。如果在合适时期增加父母教育投入，能够有效提高弱势群体的人力资本水平。同时，父母教育投入还有助于促进子女成年时期的教育、观念和行为等方面的产出。此外，父母教养方式对子女认知和非认知能力的动态形成同样发挥了重要作用。

    根据上述研究结果，本文具有如下政策启示：首先，家庭教育的早期干预至关重要。不仅仅是对贫困家庭的现金补贴，还包括促进父母与孩子之间的密切互动、鼓励和指导。其次，非认知能力培养应成为家庭教育的重心。虽然个体早期是父母教育投入效率相对较高的敏感时期，但是青少年时期仍旧可以通过父母教育投入改善非认知能力发展，进而有可能促进其学业表现。第三，通过家庭教育缓解弱势地位的代际传递。成功的家庭教育可以改善两代人之间的能力传递，避免处境不利的孩子陷入能力持续低下的困境。第四，积极引导家庭教育中的父亲养育行为。父亲需要充分发挥角色榜样作用，尽可能多地参与子女的教育和生活。第五，提高隔代照料质量。随着隔代照料现象逐渐普遍，祖辈与父辈协同作用有助于实现子女人力资本的提升。最后，促进家庭教育、学校教育、社会教育的更好衔接和平衡。

    The early life cycle is the critical period of human capital accumulation. Family education plays an important role in the formation of children's human capital. In recent years, with the implementation of the "Double Reduction" policy and the Family Education Promotion Law, family education will play an increasingly important role in the growth of children. Therefore, it is of real significance to explore the effect of family education on children's human capital development, helping to provide empirical evidence to improve human capital inequality, promoting disadvantaged children’s development, mitigating intergenerational transmission, and other important topics. 

    Based on the new human capital theory and the theoretical explanation of family education, this paper links the production function of human capital including family education, the intergenerational transmission model of human capital, and the human capital formation technology considering family education in different periods, to construct a theoretical framework. Then, this paper uses two waves of panel data from the China Education Panel Survey (CEPS) and five waves of panel data from the China Family Panel Studies (CFPS) to conduct empirical analysis. First, this paper estimates the effect and mechanism of family education—including parental involvement and parenting styles—on children's cognitive and non-cognitive abilities and further examines the effect of family education on children's educational outcomes, namely academic performance, including short-term academic achievement and long-term educational attainment. Second, this paper discusses the role of family education in the intergenerational transmission of cognitive and non-cognitive abilities, thus helping to explain the underlying reasons for the different intergenerational transmission of socioeconomic outcomes. Finally, this paper constructs a CES production function of human capital, to discuss the nonlinear effect of family education on children’s dynamic human capital formation from birth to adulthood, to identify the self-productivity of cognitive and non-cognitive abilities, the sensitive periods of human capital formation, and the effects of early and late parental involvement, respectively. In addition, this paper also focuses on the effect of the interaction between grandparent care and family education on children's human capital, and the role of family education in the multi-intergenerational transmission of cognitive and non-cognitive abilities, to provide new evidence for the study of grandparent care. This paper aims to enrich and expand the prior literature through theoretical and empirical research and further provides evidence for the policy implications. 

    The main conclusions of this paper include three points: 

    First, the beneficial parenting styles mainly promote the development of children's cognitive ability, while increasing parental involvement mainly improves children's non-cognitive ability. Making high-quality friends, participating in subject-based and interest-based extracurricular classes mediate the relationship between family education and children’s cognitive and non-cognitive abilities. Specifically, parent-child communication and relationship, parental demandingness and expectations significantly improve children's cognitive and non-cognitive abilities. Parental time involvement mainly promotes the children's non-cognitive ability. Further studies have found that family education can promote children's short-term academic performance and have a long-term impact on children's academic performance, which can improve the probability of accessing high school or college. In addition, a permissive parenting style can alleviate the negative effect of grandparent care on children's human capital development. 

    Second, this paper estimates the intergenerational transmission effect of parents on their children's cognitive and non-cognitive abilities and discusses the role of family education in the intergenerational transmission of abilities. Mainly findings show that there is intergenerational transmission of word test scores, math test scores, emotional stability, and confidence. And mothers play a stronger role in the intergenerational transmission of abilities. Parental involvement and authoritative, authoritarian, and permissive parenting styles significantly alleviate intergenerational transmission of cognitive and non-cognitive abilities. The heterogeneity analysis shows that both parenting styles and parental involvement could alleviate the transmission of cognitive and non-cognitive abilities of disadvantaged groups from parents to children. In addition, different dimensions of family education, especially parental demandingness and parental time involvement, significantly alleviate intergenerational transmission of abilities. Further studies have found that family education can also alleviate the intergenerational transmission of cognitive and non-cognitive abilities and the intergenerational transmission of education. 

    Third, this paper estimates the nonlinear effect of parental involvement on children's human capital development at various stages based on the CES production function. The main findings are that childhood is the critical period when parental involvement efficiency is relatively high. There is a complementarity between parental involvement and children's cognitive and non-cognitive abilities. Increasing parental involvement at an early stage and for several periods can greatly improve children's cognitive and non-cognitive abilities. The effect of parental material involvement on the formation of children's early cognitive and non-cognitive abilities is greater, while parental time involvement plays an important role in the formation of human capital during adolescence. If parental involvement is increased at the right time, the human capital development of disadvantaged groups can be effectively promoted. At the same time, parental involvement contributes to the output of adult children in education, concept, and behavior. In addition, parenting styles also play an important role in the dynamic formation of children's cognitive and non-cognitive abilities. 

    There are some policy implications as follows: First, early intervention in family education is crucial. Not just cash subsidies for poor families, but also to promote close interaction, encouragement, and guidance between parents and children. Second, fostering non-cognitive ability should be the focus of family education. Although the early stage is a sensitive period when parental involvement efficiency is relatively high, adolescents can still improve their non-cognitive ability through parental involvement and further promote their academic performance. Third, mitigating the intergenerational transmission of disadvantaged status through family education. Successful family education can mitigate the transmission of ability between generations and prevent disadvantaged children from being trapped in persistent low ability. Fourth, father rearing in family education is important. Fathers should set good examples and be involved in their children's education and life as much as possible. Fifth, improve the quality of grandparent care. As the phenomenon of grandparent care becomes more and more common, the interaction effect of grandparents and parents is conducive to the children's human capital development. Finally, promote a better connection and balance between family education, school education and social education.