Hsin Amy, Xie Yu
Queens College-City University of New York, USA.
Department of Sociology, Princeton University, Princeton, USA.
Soc Sci Res. 2017 Mar;63:150-165. doi: 10.1016/j.ssresearch.2016.09.012. Epub 2016 Oct 6.
We assess life-course changes in how cognitive and noncognitive skills mediate the effect of parental SES on children's academic achievement using data from the Early Childhood Longitudinal Study-Kindergarten Cohort. Our results show: (1) the direct effect of parental SES declines while the mediating effect of skills increases over time; (2) cognitive and non-cognitive skills differ in their temporal sensitivities to parental origin; and (3) in contrast to the effect of cognitive skills, the mediating effect of non-cognitive skills increases over time because non-cognitive skills are more sensitive to changes in parental SES. Our results offer insights into the dynamic role skill formation play in status attainment.
我们利用来自“早期儿童纵向研究——幼儿园队列”的数据，评估认知和非认知技能在父母社会经济地位（SES）对孩子学业成绩影响中的中介作用随生命历程的变化。我们的研究结果表明：（1）随着时间推移，父母SES的直接影响下降，而技能的中介作用增加；（2）认知和非认知技能对父母出身的时间敏感性不同；（3）与认知技能的影响相反，非认知技能的中介作用随着时间推移而增加，因为非认知技能对父母SES的变化更敏感。我们的研究结果为技能形成在地位获得中所起的动态作用提供了见解。
