文献类型：期刊文献

中文题名：乡城流动与儿童认知发展 基于2012年中国城镇化与劳动移民调查数据的分析

英文题名：Effects of Rural-to-Urban Migration to Children's Cognitive Ability Development in China:Analysis Based on Census Data of Urbanization and Migration in 2012

作者：闫伯汉[1]

第一作者：闫伯汉

机构：[1]河南财经政法大学社会学系

第一机构：河南财经政法大学社会学院

年份：2017

卷号：37

期号：4

起止页码：59-89

中文期刊名：社会

外文期刊名：Chinese Journal of Sociology

收录：CSTPCD;;国家哲学社会科学学术期刊数据库;北大核心:【北大核心2014】；社科基金资助期刊;CSSCI:【CSSCI2017_2018】；

基金：教育部人文社科青年基金项目(15YJC840041)资助~~

语种：中文

中文关键词：农民工子女;认知能力;阶层再生产;社会流动;倾向值匹配

外文关键词：migrant workers~ children, cognitive ability, class reproduction,social mobility, propensity score matching

摘要：本文利用2012年中国城镇化与劳动移民调查数据,以儿童的认知发展水平为研究对象,以阶层再生产为分析视角,基于认知发展理论探讨农民工流动对子女认知发展的影响。研究发现,流动儿童拥有比留守儿童更高的认知水平,流动儿童相对较好的家庭背景为其认知发展提供了实质性帮助,乡城迁移中流动儿童的认知发展主要通过"转校"等机制得到促进;对于留守儿童来说,其认知劣势与父母外出工作并无显著的统计关系,而主要归因于家庭贫乏的文化资本和经济资本、子女数较多的家庭结构、较低的学前教育接受率或就读学校质量的低下。但是,流动儿童的认知水平整体上仍低于城市儿童,其认知发展仍然受到自身社会阶层条件和境遇的深刻限制,"流动"所带来的各类"认知收益"是有限的。
The current research is an attempt to analyze the effects of rural-to- urban migration on children＇s cognitive ability by employing census data from Survey on Urbanization and Migration of China in 2012, conducted mainly on the basis of reproduction theory and cognitive development theory. On the basis of registered permanent residence and place of residence, children in this research will be classified into four categories, left-behind children, children with non-migrant parents, migrant children, and urban native children. Differences in children＇s cognitive ability in Chinese, mathematics, and English is attested by variance analysis in our empirical study. Propensity score matching is employed to analyze the net effect of migration on left-behind children＇s cognitive ability. Last, the multiple regression model is adopted to analyze important factors influencing children＇s cognitive ability at preschool and school-age stages. It is discovered that, due to significant benefits from a relatively superior family background, explicit cognitive advantages manifest in migrant children compared with left-behind children. The cognitive ability development of migrant children has been substantially improved by the ＂transfer＂ mechanism during the process of rural-to-urban migration. On the other hand, almost no prominent correlation could be observed between parents＇ working away from home and the cognitive behaviors of left-behind children, whereas the cognitive disadvantages should be primarily attributed to other factors such as economic and cultural poverty, multi-child families, the low acceptance rate of preschool education, and the poor quality of schools. Nonetheless, the overall level of migrant children＇s cognition is still lower than that of urban children, and this implies that the advantage to migrant children＇s cognitive ability brought by rural-to-urban migration is still restricted because of the internal class restrictions.