【摘要】：本文使用2010年中國家庭追蹤調查(CFPS)數(shù)據(jù)中10~15歲少兒樣本,考察了家庭社會經(jīng)濟地位和教育觀念對中小學生學業(yè)負擔的影響。模型分析結果顯示:對于學習培訓時長,家庭社會經(jīng)濟地位和教育觀念對子女學習培訓時長都有顯著影響;同時學生的性別、城鄉(xiāng)、就讀學校類型和就讀階段對其學習培訓時長都有顯著影響。對于學習壓力,家庭社會經(jīng)濟地位和教育觀念兩個變量組中只有家庭人均純收入和父母主動與孩子溝通評分能顯著降低子女學習壓力的概率;同時初中生的學習壓力顯著高于小學生,而性別、城鄉(xiāng)和就讀學校類型并不顯著。模型分析結果表明在"減負"行動中需要重視家庭環(huán)境因素的影響。
[Abstract]:In this paper, the effects of family social and economic status and educational concepts on the academic burden of primary and secondary school students were investigated by using a sample of 10 or 15 years old children from the 2010 Chinese Family tracking Survey (CFPS) data. The results of model analysis show that: for the length of study and training, family socioeconomic status and educational concept have a significant impact on the duration of learning and training of children, while the gender of students, urban and rural areas, The type of school and the stage of study have a significant impact on the length of their learning and training. For learning stress, among the two variable groups of family social and economic status and educational concept, only the per capita net income of the family and the score of parents' active communication with their children can significantly reduce the probability of learning stress. At the same time, the learning pressure of junior high school students was significantly higher than that of primary school students, but gender, urban and rural areas and school types were not significant. The result of model analysis shows that the influence of family environment factors should be paid more attention to in the action of reducing burden.
【作者單位】： 云南大學;云南大學發(fā)展研究院人口研究所;云南大學發(fā)展研究院;
【基金】：國家社會科學基金青年項目“教育質量不平等的社會效應及調節(jié)機制研究”(14CSH019) 云南省哲學社會科學規(guī)劃項目“云南流動人口家庭化遷居態(tài)勢及影響因素研究”(QN2016022)的階段性成果
【分類號】：G78

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