家长参与阻断贫困代际传递 ——基于学生非认知能力视角

非认知能力是人力资本的重要构件，贫困代际传递的阻断需要以此重新建构逻辑。探究家长参与提升学生非认知能力 进而阻断贫困传递的内在机制，基于社会资本理论和链式中介模型，探究家庭社会经济地位、家长参与、学生自我教育期望、学 生非认知能力四者间的路径机制。结果表明，家长参与和学生自我教育期望在社会经济地位与学生非认知能力之间存在显著 的链式中介效应，两者中介效应占比分别为70.82%和10.95%，家长参与对学生非认知能力的直接和间接系数为0.37和0.042， 具有正向促进作用。家长参与教育是学生非认知能力建构的基础性条件，参与方式应顺应学生个体特征需要，同时，需重视学 校、社区、家庭三方的教育互助。

Parental Involvement in Blocking the Cycle of Poverty:Based on the Perspective of Students' Non-cognitive Abilities

Non-cognitive ability is a critical component of human capital, and the mechanism of blocking cycle of poverty needs to be logically redeveloped based on this factor. In this paper we study the mechanism of parental involvement in promotion of students'' non-cognitive abilities to block their cycle of poverty. Based on the social capital theory and the multiple mediator model, we explore the mechanism of the interaction between family social economic status, parental involvement, students'' self-education prospects, and students'' non-cognitive abilities. The results show that parental involvement and students'' self-education prospects can produce obvious multiple mediator effect on the social economic status and students'' non-cognitive abilities, with their mediator effects accounting for 70.82% and 10.95 respectively, and parental involvement has a direct and indirect coefficient of 0.37 and 0.042 respectively on students'' non-cognitive abilities, with positive contributing effects. Parental involvement in education constitute a basic condition for development of students'' non-cognitive abilities, and their manner of involvement should adapt to students'' individual characteristic needs while attend to the mutual education help between schools, communities and families.