本文關(guān)鍵詞： 高等教育投資 教育成本補(bǔ)償 教育收益　出處：《山東大學(xué)》2012年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：本文基于我國(guó)高等教育已經(jīng)進(jìn)入大眾化時(shí)代,并且家庭逐漸成為高等教育投資風(fēng)險(xiǎn)承受主體的背景,在對(duì)國(guó)內(nèi)外學(xué)者的教育收益及教育成本等相關(guān)領(lǐng)域的研究進(jìn)行梳理的情況下,為更全面的考察家庭高等教育投資成本的補(bǔ)償方式,嘗試?yán)媒Y(jié)構(gòu)方程模型的方法將高等教育投資收益的實(shí)證研究領(lǐng)域從貨幣收益擴(kuò)展到非貨幣收益范圍。 本文首先對(duì)相關(guān)問(wèn)卷數(shù)據(jù)進(jìn)行了整理,共選取了1778個(gè)樣本,其中有568個(gè)樣本回答了有關(guān)家庭的問(wèn)卷調(diào)查,隨后我們通過(guò)信度分析和缺失值處理確保數(shù)據(jù)的可用性,并利用因子分析濃縮變量,為下一步的結(jié)構(gòu)方程模型準(zhǔn)備研究變量。其次,本文以現(xiàn)有文獻(xiàn)作為理論基礎(chǔ)設(shè)定初始模型,并根據(jù)模型對(duì)數(shù)據(jù)的整體擬合結(jié)果對(duì)模型加以修正,修正后的模型包含貨幣性收益和積極精神娛樂(lè)活動(dòng)參與度、工作健康度以及回饋型補(bǔ)償?shù)热?xiàng)非貨幣性收益。在受教育程度、性別、區(qū)域、城鄉(xiāng)等不同分類(lèi)標(biāo)準(zhǔn)下通過(guò)結(jié)構(gòu)方程模型對(duì)產(chǎn)出型補(bǔ)償和回饋型補(bǔ)償進(jìn)行實(shí)證研究,分析結(jié)果顯示,教育投資對(duì)非貨幣性收益的影響大于貨幣性收益,高等教育階段教育投入對(duì)教育收益的影響小于中等教育階段,女性未從高等教育投資中獲得顯著的非貨幣收益,并且中部地區(qū)及農(nóng)村的教育成本對(duì)教育收益具有較大的影響。 最后,我們根據(jù)本文實(shí)證分析所得出的結(jié)論,從擴(kuò)展大眾的教育收益觀念,改善制約高等教育投資收益的社會(huì)經(jīng)濟(jì)環(huán)境和鼓勵(lì)欠發(fā)達(dá)地區(qū)的家庭進(jìn)行教育投資等三個(gè)方面提出了有利于促進(jìn)我國(guó)家庭高等教育投資收益實(shí)現(xiàn),保持我國(guó)家庭高等教育投資積極性的政策建議。
[Abstract]:This paper is based on the background that higher education in China has entered a popular era, and the family has gradually become the subject of higher education investment risk bearing. In the domestic and foreign scholars' education income and education cost and other related fields of research combing, for a more comprehensive investigation of family higher education investment cost compensation. This paper attempts to use the structural equation model to expand the empirical research field of higher education investment returns from monetary to non-monetary returns. In this paper, the data of the questionnaire were collected, and a total of 1778 samples were selected, among which 568 samples answered the questionnaire survey about families. Then we use reliability analysis and missing value processing to ensure the availability of data and use factor analysis to concentrate variables to prepare variables for the next structural equation model. Secondly. In this paper, the existing literature as the theoretical basis to set the initial model, and according to the model of the overall data fitting results to modify the model, the revised model includes monetary benefits and participation in active entertainment activities. Three non-monetary benefits, including job health and feedback compensation. In education, gender, and region. Empirical study on output compensation and feedback compensation is carried out under different classification criteria, such as urban and rural areas. The results show that the impact of education investment on non-monetary income is greater than that on monetary income. The impact of higher education investment on educational income is smaller than that of secondary education, and women do not get significant non-monetary benefits from higher education investment. And the cost of education in the central region and rural areas has a greater impact on the income of education. Finally, according to the conclusions of the empirical analysis, we expand the concept of educational income of the public. Improving the social and economic environment that restricts the income of investment in higher education and encouraging families in less developed areas to invest in education puts forward three aspects which are conducive to promoting the realization of the income of investment in family higher education in our country. Policy suggestions on keeping the enthusiasm of Family higher Education Investment in China.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G647

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