Peers with romantic relationship and student non-cognitive skills: evidence from Chinese middle schools

被引：0
|
作者：
Xu, Wen [1 ]
Hua, Zhongyu [2 ]
Chen, Boou [2 ]
机构：
[1] Shanghai Univ Finance & Econ, Inst Finance & Econ Res, Shanghai, Peoples R China
[2] Nanjing Univ Finance & Econ, Sch Econ, 3 Wenyuan Rd, Nanjing, Jiangsu, Peoples R China
来源：
APPLIED ECONOMICS LETTERS | 2025年
基金：
中国国家自然科学基金;
关键词：
Random class assignment; romantic relationship; peer effect; student non-cognitive skills;
D O I：
10.1080/13504851.2024.2449144
中图分类号：
F [经济];
学科分类号：
02 ;
摘要：
By using the quasi-experiment of random class assignment, this paper investigated the casual effect of the percentage of students in class who have experienced romantic relationship (PRR) on the regular students' non-cognitive skills (NCS) in Chinese middle schools. Results indicate that PRR had an adverse impact on student NCS, which can be explained by students' lower expectations for the future, unruly behaviour, teachers' lower enthusiasm and influences from friends. Moreover, this impact is more pronounced among girls, only children, those with low non-cognitive skills and those with strict parents.
引用
收藏
页数：5
相关论文
共 50 条
  • [21] Does school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools
    Nghiem, Hong Son
    Ha Trong Nguyen
    Khanam, Rasheda
    Connelly, Luke B.
    LABOUR ECONOMICS, 2015, 33 : 55 - 65
  • [22] Parenting style and the non-cognitive development of high school student: evidence from rural China
    Wang, Sangui
    Zheng, Lijuan
    FRONTIERS IN PSYCHOLOGY, 2024, 15
  • [23] The impact of head teacher praise and criticism on adolescent non-cognitive skills: Evidence from China
    Ye, Xiaomei
    Wang, Qiran
    Pan, Yiming
    FRONTIERS IN PSYCHOLOGY, 2023, 13
  • [24] The Impact of a Middle School Engineering Course on Students' Academic Achievement and Non-Cognitive Skills
    Alemdar, Meltem
    Moore, Roxanne A.
    Lingle, Jeremy A.
    Rosen, Jeff
    Gale, Jessica
    Usselman, Marion C.
    INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY, 2018, 6 (04): : 363 - 380
  • [25] Non-cognitive skills and climate change adaptation: empirical evidence from Ghana's pineapple farmers
    Wuepper, David
    Zilberman, David
    Sauer, Johannes
    CLIMATE AND DEVELOPMENT, 2020, 12 (02) : 151 - 162
  • [26] Human capital indicators as influenced by SES, cognitive and non-cognitive skills: evidence from Taiwan’s PISA performance
    Björn Boman
    SN Social Sciences, 4 (9):
  • [27] Effects of age at school entry (ASE) on the development of non-cognitive skills: Evidence from psychometric data
    Muehlenweg, Andrea
    Blomeyer, Dorothea
    Stichnoth, Holger
    Laucht, Manfred
    ECONOMICS OF EDUCATION REVIEW, 2012, 31 (03) : 68 - 76
  • [28] The relationship between school climate and students' non-cognitive skills: A systematic literature review
    Zynuddin, Siti Nadya
    Kenayathulla, Husaina Banu
    Sumintono, Bambang
    HELIYON, 2023, 9 (04)
  • [29] Do non-cognitive skills act as mediators in the teaching and learning process? Evidence for Argentina
    Kruger, Natalia
    Marta Formichella, Maria
    CUADERNOS DE ECONOMIA, 2019, 38 (77): : 493 - 521
  • [30] The Non-Cognitive Roots of Civic Honesty: Evidence from the US
    Bucciol, Alessandro
    Zarri, Luca
    JOURNAL OF BEHAVIORAL AND EXPERIMENTAL ECONOMICS, 2021, 95
12345