独生子女与非独生子女儿童在认知和非认知结果上的差异：基于大规模评估的倾向得分分析
Differences in Cognitive and Non-Cognitive Results between Only-Child and Non-Only-Child Children: Analysis of Propensity Scores Based on Large-Scale Assessment.
作者信息
Zhao Dexuan, He Zhuang, Tian Yi, Liu Hongyun
机构信息
Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
School of Educational Sciences, Guiyang University, Guiyang 550005, China.
出版信息
Children (Basel). 2022 May 30;9(6):807. doi: 10.3390/children9060807.
Based on the data of 3561 fifth-grade and 4062 eighth-grade students from the Beijing Assessment of Educational Quality in China, the present study used a propensity-value matching model to scientifically analyze only-child and non-only-child children in primary and secondary schools. Female differences in cognitive outcomes (linguistic performance) and non-cognitive outcomes (teacher-student relationships, peer relationships, and emotional management) were also evaluated. The results of the study were as follows. First, fifth-grade only-child students had a higher linguistic performance compared to that of their non-only-child counterparts, and the same result was found for eighth-grade students. Second, fifth- and eighth-grade only-child students had good teacher-student relationships that were not significantly different from those of their non-only-child counterparts. Third-, fifth-, and eighth-grade only-child students had significantly better peer relationships and emotional management compared to these parameters in their non-only-child counterparts.
基于中国北京教育质量评估中3561名五年级学生和4062名八年级学生的数据，本研究使用倾向值匹配模型对中小学独生子女和非独生子女进行科学分析。还评估了认知结果（语言表现）和非认知结果（师生关系、同伴关系和情绪管理）方面的性别差异。研究结果如下。第一，五年级独生子女学生的语言表现高于非独生子女学生，八年级学生也是如此。第二，五年级和八年级独生子女学生与非独生子女学生的师生关系良好，且无显著差异。第三，三年级、五年级和八年级独生子女学生在同伴关系和情绪管理方面明显优于非独生子女学生。
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