文献类型：期刊文献

中文题名：社会资本、抗逆力与留守儿童的教育获得——基于7省“农村中小学生发展状况调查”的实证研究

英文题名：Social Capital,Resilience and Education Outcomes of Left-behind Children——An Empirical Study Based on the Survey of Rural School Students’Development Status in Seven Provinces

作者：严骏夫[1];徐选国[2]

机构：[1]华东理工大学社会与公共管理学院;[2]华东理工大学社会工作系

年份：2020

卷号：37

期号：2

起止页码：96

中文期刊名：中国农业大学学报（社会科学版）

外文期刊名：Journal of China Agricultural University;Social Sciences

收录：国家哲学社会科学学术期刊数据库;北大核心:【北大核心2017】；CSSCI:【CSSCI2019_2020】；

基金：国家社会科学基金重大项目“中国特色社会体制改革与社会治理创新研究”(16ZDA078);国家社科基金青年项目“城市社区社会工作理论创新及整合行动体系构建研究”(17CSH051);国家社科基金青年项目“我国农村留守儿童现状调查报告”(10CSH049)。

语种：中文

中文关键词：教育获得;社会资本;抗逆力;留守儿童

外文关键词：Education outcome;Social capital;Resilience;Left-behind children

摘要：利用2014年"我国农村留守儿童现状调查课题组"在7省(自治区)开展的农村中小学生发展状况调查数据,文章考察了社会资本对留守儿童教育获得的影响,并进一步探讨抗逆力在多个维度的中介效应。结果表明:留守儿童的抗逆力水平会直接影响其学业努力程度,但未对其教育期望和辍学意愿产生直接影响;抗逆力同时在家庭社会资本、社区社会资本、学校社会资本和朋辈社会资本对教育获得产生作用的过程中发挥了"中介作用",较高的家庭社会资本、社区社会资本、学校社会资本和朋辈社会资本有助于提升留守儿童的抗逆力程度,间接影响其学业努力程度;不同类型社会资本发挥着不同程度的正面效应,其中学校社会资本和朋辈社会资本具备互补作用,前者是留守儿童学业努力、辍学意愿的保护因素,后者是教育期望的保护因素。
Using the data from the survey about the development of rural school students in the seven provinces from the“Research on the Status of Left-behind Children in Rural China” in 2014, the article examines the impact of social capitalon the education outcomes of left-behind children and further explores the multidimensional mediating effect of resilience.The results show that the level of resilience of left-behind children directly affects their academic efforts, but it has no directimpact on their educational aspiration and their intention to drop out;resilience also plays a mediating role in the process ofsocial capital impacting the education outcome. Higher family social capital, community social capital, school social capitaland peer social capital improve the resilience of left-behind children while affecting the level of academic effort;differenttypes of social capital have different positive effects, school social capital and peer social capital have complementary func-tions that the former is the protective factor of left-behind children's academic efforts and intention to drop out and the latterprotects educational aspiration.