Zhao Jin, Tuo Huirong
School of Marxism, Xi'an University of Finance and Economics, No. 360 Chang'ning Street, Chang'an District, Xi'an, Shaanxi Province, China.
Sci Rep. 2024 Dec 30;14(1):32092. doi: 10.1038/s41598-024-83717-5.
This study examines the effect of housework participation on the development of prosocial behaviors among students in China. Using data from the China Education Panel Survey, a nationally representative survey of 8678 students at 221 classes in 28 counties, we employed two identification strategies (i.e., the OLS model and IV model) to overcome the endogeneity of housework participation. Our analysis reveals a significantly positive effect between housework participation and prosocial behavior development. The mechanism analysis indicated that compared to nonparticipator, students who participate in housework tend to develop a higher level of positive emotions, more parental supervision, and a closer parent-child relationship. We also find that most of these effects are more prominent for disadvantaged groups (males and left-behind). Our study underscores the need for policies and interventions aimed at promoting housework participation habits and actions to enhance students' behavior development in educational settings.
本研究考察了家务劳动参与对中国学生亲社会行为发展的影响。利用中国教育追踪调查的数据，该调查是对28个县221个班级的8678名学生进行的全国代表性调查，我们采用了两种识别策略（即OLS模型和IV模型）来克服家务劳动参与的内生性。我们的分析揭示了家务劳动参与和亲社会行为发展之间存在显著的正向影响。机制分析表明，与不参与家务劳动的学生相比，参与家务劳动的学生往往会产生更高水平的积极情绪、得到更多父母的监督，以及拥有更亲密的亲子关系。我们还发现，这些影响中的大多数对弱势群体（男性和留守儿童）更为突出。我们的研究强调了制定政策和采取干预措施的必要性，旨在促进家务劳动参与习惯和行动，以增强学生在教育环境中的行为发展。
