近朱者赤：优秀学生的同伴效应The Peer Effects of Top Students on Their Classmates
陈媛媛,董彩婷
摘要(Abstract)：
本文基于“中国教育追踪调查”（CEPS）数据中的随机分班样本分析了优秀学生对班级同伴的影响，实证结果表明小学六年级时成绩优秀的学生对初中同伴的认知成绩和教育期望都具有显著正向的影响，但对于学校融合度和心理健康的影响不显著。机制分析发现，优秀学生主要通过提升学习主动性和改善同学关系等渠道影响同伴；但同时也给同伴和家长带来更大的压力，显著提高了同伴课外学科辅导以及家长在教育上金钱和时间的投入。异质性分析的结果显示优秀学生对同伴认知成绩的正向影响呈现出短期性，该影响只呈现在七年级，到九年级已不再显著，但对同伴教育期望的影响具有持续性。此外，高能力女生的同伴效应较高能力男生更为显著。
关键词(KeyWords)： 优秀学生;高能力学生;同伴效应
基金项目(Foundation): 国家社会科学基金重大项目“人口与经济协调发展的逻辑、模式和规律研究”（项目编号：23&ZD183）;国家社会科学基金哲学社会科学领军人才项目“新发展格局背景下全面促进中国居民消费的理论、机制与政策研究”（项目编号：22VRC002）的资助;; 教育部人文社会科学研究青年项目“家校合作与儿童人力资本形成的研究：机制、效应与政策”（项目编号：23YJC790018）;; 广东省哲学社会科学规划学科共建项目“增强香港青少年国家认同感的路径研究”（项目编号：GD23XYJ32）;; 广东省普通高校青年创新人才类项“家校合作对儿童人力资本形成影响的研究”（项目编号：2023WQNCX047）
作者(Author): 陈媛媛,董彩婷
参考文献(References)：
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- (1)也有一些研究通过将学生随机分配的自然实验识别同伴效应(Duflo et al.,2011;Carrell et al.,2013;王春超和钟锦鹏,2018)。 (2)全文回归以学校作为聚类层级的结果仍然稳健,限于篇幅作者留存备索。 (3)个别变量组间有显著性差异在研究同伴效应文献的随机分班平衡性检验中并不少见,如Carrell et al.(2013),Gong et al.(2018,2021)。 (4)限于篇幅,作者留存备索。