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本研究使用CEPS 2014数据,考察了我国当前户籍制度下教育隔离的现状以及教育隔离与教育期望的关系,并尝试验证心理健康状态在其中的中介作用。研究发现,当前我国教育中存在户籍隔离现象。根据认知能力差异对样本进行分类后可得,教育隔离及心理健康的中介作用仅对正常认知能力学生具有影响,对低认知能力学生不具有显著影响。在正常认知能力学生当中,教育中的户籍隔离影响学生的教育期望,心理健康的中介效应存在。进一步的,一定程度的户籍融合在有利于异地就读学生的同时,对本地就读学生没有明显影响,进而有利于学生的总体表现。
This study uses the CEPS 2014 data to examine the status quo of education segregation and the relationship between education segregation and educational expectation under the current census register system in our country and to try to verify the intermediary role of mental health status among them. The study found that there is a phenomenon of household registration in China’s current education. According to the difference of cognitive ability, the samples can be classified. The intermediary function of education isolation and mental health only affects normal students with cognitive ability, but has no significant effect on students with low cognitive ability. Among students with normal cognitive ability, the segregation of hukou in education affects the educational expectation of students, and the mediating effect of mental health exists. Further, a certain degree of integration of household registration benefits students in different places while having no obvious effect on the students enrolled locally, which is in turn beneficial to the overall performance of students.