| 中文题名： | 家庭因素和学校氛围因素对中职学生非认知技能的影响效应研究——基于PISA 2018数据 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 040108 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 教育学硕士 |
| 学位类型： | |
| 学位年度： | 2021 |
| 校区： | |
| 学院： | |
| 研究方向： | 职业教育经济学 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2021-06-19 |
| 答辩日期： | 2021-06-05 |
| 外文题名： | Research on the influence of family and school factors on the level of non-cognitive skills of secondary vocational students:An Empirical Study Based on Pisa 2018 data |
| 中文关键词： | |
| 外文关键词： | Secondary Vocational Education ; Non-cognitive Skills ; Family Factors ; School Atmosphere ; Impacting Effect ; Comparison of General and Vocational Educational |
| 中文摘要： |
新科技的迅速变革和劳动力市场全球化的日益增强使得劳动者仅具备认知技能已很难满足社会发展的需要。非认知技能在个体生涯发展过程中扮演着愈发重要的角色。近年来， 职业教育的育人质量得到各界关注，培养职业教育学生的非认知技能，不仅能够提高学生 职业竞争力，帮助其获得职业生涯成功，而且对国家和社会发展也具有十分重要的现实意义。基于以上背景，本文以普通高中学生样本为参照，关注以下问题：1.当前中等职业教育学生的非认知技能水平如何？中职学生非认知技能水平的分布特征是怎样的？2.家庭因 素和学校氛围因素对中职学生非认知技能的影响效果如何？ 本研究运用 2018 年国际学生评估项目（PISA）中国四省市（北京、上海、江苏和浙江） 普通高中和中职一年级学生的调查数据，以新人力资本理论和教育生产函数模型为依据， 提炼出非认知技能的四个维度，包括尽责性、自我效能感、情绪稳定性和环境适应性，并 通过了信效度检验。实证研究发现：（1）描述分析发现，样本地区中职学生的非认知技能 平均得分（2.77）显著高于普通高中学生的平均得分（2.75）。在控制个体因素和学校客观 条件因素后，稳健性多元回归结果证实中职学生整体非认知技能水平显著高于普通高中学 生。（2）中职学生的非认知技能水平在不同群体间存在显著性差异，男生、城市学校、接 受小班教学、家庭社会经济文化地位高的学生，其非认知技能水平高于其他群组。（3）教师教学反馈、教师教学热情、父母情感支持和家庭社会经济文化地位对中职学生非认知技 能有积极作用，受校园欺凌经历对其有消极作用。经标准化回归发现，对中职学生非认知 技能的影响效应排名前四位的分别是：父母情感支持、学生受欺凌经历、教师教学反馈和 教学热情。（4）教师教学反馈、教学热情和家庭社会经济文化地位对学生整体非认知技能 水平的影响在普、职学生之间不存在显著的影响差异。但是相比普通高中学生，父母情感 支持和学生受欺凌经历对中职学生的影响作用更大。 基于研究结果，提出如下对策建议：第一，父母应注重建立和谐亲子关系，给予子女充 分的情感支持和陪伴；第二，对待不同群体，应尊重差异，有针对性地帮助学生提升非认知技能水平；第三，构建和谐的师生关系，助力学生非认知技能培养；第四，防治校园欺 凌行为，构建和谐同伴关系；第五，合理配置资源，提高中职学生非认知技能培养效率。
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| 外文摘要： |
With the rapid change of new technology and the increasing globalization of labor market, it is difficult for workers to meet the needs of social development only with cognitive skills. Non-cognitive skills are playing an increasingly important role in the process of individual career development. In recent years, the education quality of vocational education has been concerned by many people. Cultivating students' non-cognitive skills in vocational education can not only improve students' career competitiveness and help them achieve career success, but also has very important practical significance for the development of the country and society. Based on the above background, this paper focuses on the following questions: 1.What are the distribution characteristics of secondary vocational students' non-cognitive skills? 2.How do family factors and school atmosphere factors-effects secondary vocational students' non-cognitive skills? Based on the survey data of 7021 senior high school and vocational high school students in four provinces and cities of China (Beijing, Shanghai, Jiangsu and Zhejiang) of the International Student Assessment Program (PISA) in 2018, this study extracts four dimensions of secondary vocational education students' non-cognitive skills, including conscientiousness, self-efficacy, emotional stability and environmental adaptability and passed the reliability and validity test. The empirical study found that: (1) The average score of non-cognitive skills of secondary vocational students in the sample area (2.77) was significantly higher than that of ordinary high school students (2.75). Under the control of individual factors and school objective factors, the results of robust multiple regression confirmed that the overall level of non-cognitive skills of secondary vocational students was significantly higher than that of ordinary high school students. (2) There are significant differences in the level of non-cognitive skills among different groups of secondary vocational students. Boys, urban schools, students who accept small class teaching and have high family socio-economic and cultural status have relatively high level of non-cognitive skills. (3) Teachers' teaching feedback, teachers' teaching enthusiasm, parents' emotional support and family socio-economic and cultural status have positive effects on III secondary vocational students' non-cognitive skills, while campus bullying experience has negative effects on their non-cognitive skills. The results of standardized regression showed that the top four effects on students' non-cognitive skills were: parents' emotional support, students' bullying experience, teachers' teaching feedback and teaching enthusiasm. (4) There is no significant difference in the influence of teachers' teaching feedback, teaching enthusiasm and family socio-economic and cultural status on students' overall non-cognitive skills between general and vocational students. But compared with ordinary high school students, parents' emotional support and bullying experience have a greater impact on secondary vocational students. Based on the research results, this paper puts forward the following suggestions in order to improve the non-cognitive skills of secondary vocational school students: First, parents should pay more attention to establishing a harmonious parent-child relationship and give their children full emotional support and company; Second, to treat different groups, we should respect differences and help students improve their non-cognitive skills to compensate for the lack of family or personality characteristics; Third, build a harmonious relationship between teachers and students to help students develop non-cognitive skills; Fourth, to prevent bullying on campus and build a harmonious peer relationship. Fifth, allocation the educational resources reasonably to improve the efficiency of secondary vocational students' non-cognitive skills training.
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| 参考文献总数： | 159 |
| 作者简介： | 张文琦 北京师范大学教育学硕士 |
| 馆藏号： | 硕040108/21003 |
| 开放日期： | 2022-06-19 |
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