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班级同辈群体与青少年教育期望:社会遵从与社会比较效应

曹蕊1 吴愈晓1

(1.南京大学社会学院)

【摘要】基于“中国教育追踪调查”2014-2015学年的数据,探讨班级同辈群体对青少年教育期望的影响。研究发现,在社会遵从效应的影响下,青少年的教育期望随班级平均教育期望的升高而提高;在社会比较效应的影响下,青少年的教育期望随班级平均学业成绩的升高而降低;同辈群体能力构成的异质性水平对青少年教育期望具有正向影响;青少年自身的学业成绩会调节相关影响因素的强度;学生成绩越好,受遵从效应的正影响越大;成绩越差,受比较效应的负影响越大,受异质性水平的正影响越大。

【关键词】 参照群体;同伴效应;社会遵从;社会比较;教育期望;

【DOI】

Educational expectation of peer group in class and adolescents: the effects of social conformity and social comparison

CAO Rui1 WU Yuxiao1

(1.School of Social and Behavioral Sciences, Nanjing University)

【Abstract】Based on the data of the China Education Panel Study (CEPS) for the 2014–2015 academic year, this paper discusses the influence of class peers on the educational expectation of adolescents. The results show that, under the influence of the social conformity effect, the educational expectation of adolescents increases with the increase of the average educational expectation of the class; under the influence of the social comparison effect, the educational expectation of adolescents decreases with the increase of the average academic performance of the class; the heterogeneity level of the competence composition of peer group has a positive impact on the educational expectation of adolescents; adolescents’ own academic performance can moderate the intensity of related influencing factors; the better a student’s performance is, the greater the positive impact of the conformity effect will be; and the worse his or her performance is, the greater the negative impact of the comparison effect will be, and the greater the positive impact of the heterogeneity level will be.

【Keywords】 reference group; peer effect; social conformity; social comparison; educational expectation;

【DOI】

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    Footnote

    [1]. (1) The family planning policy has been adjusted in recent years. However, the “post-2000” and “post-1990” generations, as the only child, are still the main part of the current adolescent population. [^Back]

    [2]. (2) In order to test the robustness of the conclusions above, the authors generate a binary variable of whether an individual wishes to go to a four-year university. Using this as a dependent variable, the authors use the logistic model of school fixed effect to conduct estimation, and the results are consistent with the overall pattern shown in tables 4, 2 and 3. [^Back]

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This Article

ISSN:1008-1437

CN: 11-3280/C

Vol , No. 05, Pages 25-33+94-95

September 2019

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Article Outline

Abstract

  • 1 Introduction
  • 2 Literature review and research hypotheses
  • 3 Research design
  • 4 Research results
  • 5 Conclusion and discussion
  • Footnote

    References