非认知能力对青少年发展具有重要作用，而作为非认知能力的意志力在国内研究较少。在中国学生发展六大核心素养中，健康生活的基本内涵指出学生应具备积极的心理品质，坚韧乐观，具有自制力、抗挫折能力。在知识经济社会快速发展以及剧烈的社会变迁背景下，意志力品质具有独特的时代价值。

本文利用中国教育追踪调查数据，首先探讨了意志力对学生认知能力发展的影响，以及这种影响是否对不同认知能力水平以及身处不同的同辈群体环境的学生具有异质性。其次，从家庭结构视角切入，分别从家庭生育数量、家庭结构完整性和家庭关系三个维度分析家庭结构对学生意志力发展的因果效应。最后，探索了家庭结构对意志力的影响机制问题，为意志力培养与干预提供经验证据。

研究结果发现如下：首先，OLS回归表明，学生的意志力与认知能力之间具有显著正向关系。其次，通过分位数回归与交互项模型发现意志力对认知能力的积极效应存在个体和同辈群体层面的异质性，意志力对低认知能力学生的正效应更明显。此外，意志力效应随班级同辈群体特征不同表现出异质性，学生所处班级整体家庭社会经济地位越低或者整体学业水平越低，提升意志力水平越有助于促进认知能力发展，同时，班级学生家庭社会经济地位构成越单一，或者学生学业水平越接近，意志力对认知发展的作用更强。这意味着对认知能力较低、处于较差或者较单一的同伴群体的学生进行意志力提升训练，有助于缩小处境不利学生与其他学生的认知差距。然后，本文通过OLS与PSM分析验证了家庭结构的三个维度（家庭生育数量、家庭结构完整性、家庭关系）与意志力发展的因果效应，结果显示独生子女、父母离异及父母经常吵架的家庭不利于子女意志力发展。最后，中介效应模型发现，父母参与在家庭结构与意志力之间起到重要作用。

因此，培养意志力不仅有助于学生认知发展，同时具有缩小学生认知能力差距、促进教育公平的作用。家庭对于意志力发展至关重要，提高父母参与水平，给予孩子更多关注与帮助，创设支持性环境，帮助子女培养高水平的意志品质。

Non-cognitive abilities affect greatly on adolescent development. In China, there are few researches focusing on willpower, a kind of non-cognitive abilities. Among the developing key competencies of Chinese students, healthy life indicates that students should have positive psychological qualities, be positive, grit, self-control and resilient. Under the background of rapid development of knowledge economy and dramatic social changes, willpower possesses unique practical value.

Using the China Education Panel Survey data, firstly, this research explores the effect of willpower on students’ cognitive abilities development and whether this effect is heterogeneous for students with different cognitive abilities or in different class groups. Secondly, based on the perspective of family structure, this paper focuses on the influence of number of births, family structure’s integrity and family relationship on students’ willpower development. Thirdly, it investigates the mechanisms between family structure and willpower so as to provide empirical evidence for willpower cultivation.

OLS regression shows students’ willpower has a significant positive relationship with their cognitive abilities. Quantile regression finds the positive effect of willpower on cognitive development will be larger for students with lower cognitive abilities. In addition, this positive effect of willpower varies with the characteristics of class peer groups. When the class’s average socioeconomic status or the class rank in the whole grade is lower, improving willpower can promote developing students’ cognitive abilities better. These findings mean that providing willpower training for students with low cognitive abilities or in peer groups with the low level of social status/academic performance has the value and significance of promoting educational equity. OLS regression and PSM show the three dimensions of family structure all have causal effect on willpower. The student who is the only child in the family, whose parents divorce or quarrel often is less likely to have strong willpower. Then, according to the mediating model, parental involvement serve as a mediator of the relationship between family structure and willpower.

Therefore, willpower cultivation is not only beneficial to cognitive development, but also can help bridge the cognitive gap, promoting educational equality. And family plays an important role in students’ willpower enhancement. What adolescent need are support and care rather than just frustration. Promoting parental involvement and constructing supportive environment contribute to adolescent willpower development.