本文選題：同群效應(yīng)　切入點：同伴群體　出處：《浙江財經(jīng)大學》2017年碩士論文　論文類型：學位論文

【摘要】：教育過程中的同群效應(yīng)是教育學、經(jīng)濟學、社會學一個重要的前沿熱點問題,研究同伴群體對教育生產(chǎn)過程的影響不僅可以更好地配置教育資源,也有助于制定促進社會融合、教育公平的公共政策。然而和這一研究主題重要的理論意義及政策價值相比,國內(nèi)的研究相對欠缺�；诙鄬W科的研究視角,本文對教育中的同群效應(yīng)研究進行了回顧,重點介紹了模型設(shè)定、識別策略上的方法進展,以期為國內(nèi)同類研究的開展提供借鑒。在已有的經(jīng)驗證據(jù)基礎(chǔ)上,結(jié)合中國的轉(zhuǎn)型社會背景,進一步介紹了此類研究對促進社會融合以及優(yōu)化教育資源配置等公共政策的啟示。本文的目的在于探討我國高校學生群體中同群效應(yīng)對個學業(yè)成績的影響,試圖在這一研究領(lǐng)域有所創(chuàng)新和補充,豐富國內(nèi)在這一領(lǐng)域的文獻。本研究利用浙江財經(jīng)大學提供的學生數(shù)據(jù),在克服了自我選擇偏誤問題和影像偏誤問題后,以定量的方式確定宿舍關(guān)系對高校學生成績的影響。本文試圖回答的具體的研究問題是:宿舍層面同伴群體學習和同伴群體特征是否會對個體學生成績產(chǎn)生顯著影響?對這個問題的的分析有助于認識我國高校學生中同群效應(yīng)的影響機制,從而構(gòu)建教育資源配置效率研究的微觀基礎(chǔ)。本研究試圖從三個方面突破原有研究的局限。首先,引入同伴群體學習能力和同伴群體特征對我國高校學生成績的教育生產(chǎn)函數(shù)進行分析。其次,利用隨機安排宿舍的條件部分解決了同群效應(yīng)的內(nèi)生性問題。再次,本文將不同學習能力的分析引入對同群效應(yīng)的研究,對比分析不同學習能力層次學生的同群效應(yīng)。分析結(jié)果表明,個人自身特征和同伴群體特征均對個人的學業(yè)成績有重要影響,同伴群體的學習能力平均值對個人學業(yè)成績有顯著的正面影響,同伴群體學習能力的差異性對個人學業(yè)成績有顯著的負面影響,高校學生宿舍層面的同群效應(yīng)確實是影響個人學業(yè)成績的一個重要因素。此外,研究發(fā)現(xiàn)同群效應(yīng)對個個學業(yè)成績的影響是非線性的,不同學習能力層次的學生所受到的同群效應(yīng)大小不同,相較于高學習能力的學生,低學習能力的學生從同伴群體中受益更多。不同宿舍居住方式下的同群效應(yīng)表現(xiàn)也不相同,在學生入學背景不同所形成的混合居住方式下,同群效應(yīng)作用更大,混合居住整體上看是一種更優(yōu)的選擇。
[Abstract]:The homogeneity effect in the educational process is an important hot issue in education, economics and sociology. Studying the influence of peer groups on the educational production process can not only better allocate educational resources, but also contribute to the formulation and promotion of social integration. However, compared with the important theoretical significance and policy value of this research topic, the domestic research is relatively lacking. Based on the perspective of multi-disciplinary research, this paper reviews the study of homogeneity effect in education. This paper focuses on the development of model setting and identification strategy, in order to provide reference for the development of similar research in China. On the basis of the existing empirical evidence, combined with the background of China's transition society, The purpose of this paper is to explore the influence of homogeneity effect on academic achievement in college students in China. This paper attempts to innovate and supplement this research field and enrich domestic literature in this field. This study uses student data provided by Zhejiang University of Finance and Economics to overcome the problems of self-selection bias and image bias. This paper attempts to answer the specific research question: whether peer group learning and peer group characteristics have a significant impact on individual students' achievement? The analysis of this problem is helpful to understand the influence mechanism of the same group effect among college students in our country, and thus to construct the micro foundation of the research on the efficiency of educational resource allocation. This study attempts to break through the limitations of the original research from three aspects. This paper introduces peer group learning ability and peer group characteristics to analyze the educational production function of college students' achievement in China. Secondly, it solves the endogenous problem of homo group effect by using the condition of random dormitory arrangement. This paper introduces the analysis of different learning abilities into the study of the same group effect, and compares and analyzes the same group effect of students of different learning ability levels. Both individual characteristics and peer group characteristics have important influence on individual academic achievement, and the average learning ability of peer group has a significant positive effect on individual academic achievement. The difference of peer group learning ability has a significant negative effect on individual academic achievement. The homogeneity effect of college students' dormitory level is an important factor affecting individual academic achievement. The study found that the effect of homo group effect on each academic achievement is nonlinear, and that students with different learning ability levels suffer different degrees of the same group effect, compared with those with high learning ability. The students with low learning ability benefited more from peer group. The same group effect was different in different dormitory living styles, and the same group effect was more important in the mixed living style formed by different students' entrance background. Mixed residence is a better choice as a whole.
【學位授予單位】：浙江財經(jīng)大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G645.5;C912.1

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