梁文艳,周晔馨

• 1:北京师范大学教育学部教育经济研究所
• 2:北京师范大学创新发展研究中心(珠海校区)经济与资源管理研究院

摘要(Abstract)：

本文从非认知能力视角揭示了中国大学阶段日益明显的女生教育优势现象的成因。研究发现，女生在学业和非学业类表现上均领先于男生，该优势稳健地存在于不同专业和不同学校层级的样本中，文科专业和非重点高校样本中的女生优势尤其明显。女生尽责性、成就动机、外倾性和情绪稳定性四个维度非认知能力的发展水平高于男生，但自我效能感维度的发展水平较低；并且，改善尽责性、成就动机和自我效能感对女生在校表现的回报低于男生。非认知能力被证明对女生教育优势的形成起到了中介作用。Blinder-Oaxaca分解结果显示，男女大学生之间在非认知能力上的水平差异是导致女生在校表现，特别是非学业类表现上相对领先的主要原因。本文的发现有助于深化理解高等教育领域性别分层现象的根源，并为高校政策优化提供依据。

关键词(KeyWords)： 性别差距;大学生;学业表现;非学业表现;非认知能力;新人力资本理论

Abstract:

Keywords:

基金项目(Foundation): 国家自然科学基金面上项目（项目编号：72073016;72274019）;; 北京师范大学一流学科培优项目（项目编号：YLXKPY-ZYSB202207）的资助

作者(Author): 梁文艳,周晔馨

DOI: 10.16513/j.cnki.cje.20230216.002

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• (1)在心理学等非经济领域,这类能力也被称为社会情感技能(socioemotional skills)、软技能(soft skills),或人格技能(personality skills)。本文在新人力资本理论框架下开展分析,因而使用非认知技能加以定义。
• (2)对应于2006级学生的第一轮调查和2008级学生第三轮调查。
• (3)对应于2006级学生的第二轮调查和2008级学生第四轮调查。
• (4)CET4不仅具有评分全国统一、客观公正的特点,并且几乎所有专业的中国大学生都必须参加英语四级考试(CET4),这是获得学位的重要依据和学生就业的重要筛选条件。
• (5)学生干部指在高校各类学生组织中担任一定职责的学生。能否担任学生干部与学生在校活动的积极性程度及表现密切相关,该指标对于就业优势的形成非常重要,属于高等教育过程的综合性表现(朱新卓等,2013)。
• (6)本文使用的多指标综合评价具体步骤为:对量表所含题目(情绪稳定性量表含42个题目)进行因子分析,提取第一公因子并将其投影到0～1的取值区间。限于论文篇幅,本研究涉及的成就动机量表、自我效能感量表、情绪稳定性量表的具体题项、信效度和多指标综合评价合成过程详见附录。
• (7)按照性别角色发展理论,男性化特征包括坚定、强有力和独立等;女性化特征包括有同情心、温和、善解人意等。
• (8)以Bootstrap方法构造中介效应的置信区间,若置信区间不包含0,则表明中介效应在统计学意义上显著。这样做不仅可以提供更全面可靠的信息,还可以降低I型错误率,提高统计检验力。