青少年国际素养的影响因素研究——以某研究型大学的入学调查为例

doi:10.16382/j.cnki.1000-5560.2018.04.004

摘要/Abstract

摘要： 随着全球化发展的势不可挡以及国际竞争的不断加剧，提升中国青少年的国际素养，对中国进一步对外开放战略和全球竞争力的提升具有重要意义。本研究试图探索哪些因素影响了青少年的国际素养。通过对一所研究型大学3000余名新生作入学前全样本问卷调查，采用OLS线性回归、中介效应检验等方法，将家庭背景、就业期望及高中经历作为解释变量，分析其对青少年国际素养的影响，并尝试探究就读高竞争性中学是否在家庭背景及青少年国际素养之间起中介作用。研究结果发现，家庭背景、就业期望及高中经历对青少年国际素养有显著影响，且就读高竞争性中学在家庭背景和国际素养中起到部分中介作用。

关键词: 国际能力, 国际素养, 全球胜任力, 家庭背景, 就业期望, 影响因素

Abstract: In the era of globalization, it's important for China to cultivate more international talents, es-pecially the international competency of Chinese young people. This research aims to explore the factors af-fecting the teenager's international competency. With over 3,000 freshman from a certain research university as a full sample in a questionnaire survey, OLS linear regression and mediating effect test are used to analyze the influence of family background, employment expectation and experience of senior high school as explana-tory variables on teenagers' international competency. Moreover, this paper attempts to explore whether high-ly competitive middle schools play a mediating role between family background and international competency. According to the results, family background, employment expectation and experience of senior high school significantly affect teenagers' international competency.

Key words: global competence, international competency, family background, employment expectation, influencing factor

张蕾, 文雯. 青少年国际素养的影响因素研究——以某研究型大学的入学调查为例[J]. 华东师范大学学报(教育科学版), 2018, 36(4): 44-52+162+163.

ZHANG Lei, WEN Wen. The Influencing Factors on Global Competency of Youth: Evidence from a Freshman Survey in a Research University[J]. Journal of East China Normal University(Educationa, 2018, 36(4): 44-52+162+163.

参考文献

刘帆, 文雯. (2015). Pisa 2015科学素养测评框架新动向及其对我国科学教育的启示.外国教育研究, (10), 22-23.
刘扬, 孙佳乐, 刘倍丽, 李名义. (2015). 高等教育国际化:大学生国际能力测评及影响因素实证研究. 复旦教育论坛, (3), 77-83.
国家中长期教育改革和发展规划纲要工作小组办公室. (2010). 国家中长期教育改革和发展规划纲要(2010-2020年). 北京:人民出版社.
温忠麟, 侯杰泰,张雷. (2005). 调节效应与中介效应的比较和应用. 心理学报, 37(2), 268-274.
文雯,管浏斯. (2011). 大学自主招生学生学习性投入初探——以九所"985""211"高校自主招生群体为例的实证研究. 复旦教育论坛, 09(6), 19-25.
文雯, 初静, 史静寰. (2014). "985"高校高影响力教育活动初探. 高等教育研究, (8), 92-98.
文雯, 连志鑫,杨帆. (2018). 招生倾斜政策下的弱势学生群体:入学机会和教育公平——基于某重点大学入学数据的实证研究. 清华大学教育研究,39(2), 115-124.
文雯, 罗燕, 董华星,马迪. (2015). 精英的特质与选拔——"清华大学本科新生入学调查"报告. 清华大学教育研究, 36(4), 62-70.
文雯, 史静寰,周子矜. (2014). 大四现象:一种学习方式的转型——清华大学本科教育学情调查报告2013. 清华大学教育研究,(3), 45-54.
薛品,赵延东. (2015). 青少年职业期望及影响因素研究. 教育学术月刊,(11), 76-83.
于玙. (2016). 中国学生发展核心素养. 中国教育学刊,(10), 1-1.
张琪, 王世贵. (2006). 基于假设检验的研究生就业取向分析. 中国高等教育评估, (2), 56-60.
张义博. (2012). 公共部门与非公共部门收入差异的变迁. 经济研究, (4), 77-88.
Andreotti, V. D. O. (2011). (Towards) Decoloniality and diversality in global citizenship education. Globalisation Societies & Education, 9(3-4), 381-397.
Baron, R. M., Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research:conceptual, strategic, and statistical considerations. Journal of Personalityand Social Psychology, 51(6), 1173-1182.
Bernstein, B. (1971). Class, codes and control. volume 1:Theoretical studies towards a sociology of language. British Journal of Sociology, 24(1), 120.
Berry, J. W., Kim, U., Power, S., Young, M., & Bujaki, M. (1989). Acculturation attitudes in plural societies. Applied Psychology, 38, 185-206.
Blau, P. M., Duncan, O. D., & Tyree, A. (1978). The American occupational structure. New York:Free Press.
Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture. sage studies in social and educational change, volume 5. British Journal of Sociology, 30(1), 75-82.
Burstall, C. (1975). French in the primary school:the British experiment. Canadian Modern Language Review, 31(5), 388-402
Coleman, J. (1988). Social Capital in the Creation of Human Capital. American Journal of Sociology, 94, 95-120.
Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24(4), 349-354.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.
Dejaeghere, J. G., & Cao, Y. (2009). Developing U.S. teachers' intercultural competence:does professional development matter?.International Journal of Intercultural Relations, 33(5), 437-447.
Dejaeghere, J. G., & Zhang, Y. (2008). Development of intercultural competence among us american teachers:professional development factors that enhance competence. Intercultural Education, 19(3), 255-268.
Fischer, R. (2011). Cross-cultural training effects on cultural essentialism beliefs and cultural intelligence. International Journal of Intercultural Relations, 35(6), 767-775.
Gallois, C., Franklyn-Stokes, A., Giles, H., & Coupland, N. (1988). Communication accommodation in intercultural encounters. In Y. Y. Kim & W. B. Gudykunst (Eds.).Theories in intercultural communication (pp. 157-158). Newbury Park, CA:Sage.
Hallinan, M. T. (1988). Equality of educational opportunity. Annual Review of Sociology, 14(14), 249-268.
Hao, R. N. (2012). A critical review of intercultural communication research. In N. Bardhan & M. P. Orbe (Eds.), Identity research and communication:Intercultural reflections and future directions (pp. 71-86). Lanham, MD:Lexington Books.
Hovland, K. (2014). Global learning:Defining, designing, demonstrating. Nafsa Association of International Educators & Association of American Colleges & Universities.
Hunter, W. D. (2004). Knowledge, skills, attitudes, and experiences necessary to become globally competent.Bethlehem, PA:Lehigh University.
Jauregui, M. (2013). Cross-cultural training of expatriate faculty teaching in international branch campuses(Unpublished doctoral dissertation). Los Angeles:University of Southern California.
Wen, W., Hu, D & Hao, J., (2017). International students' experience in China:does the planned reverse mobility work?,International Journal of Educational Development. Retrieved from:http://dx.doi.org/10.1016/j.ijedudev.2017.03.004.
Wen, W., Luo, Y., & Hu, D., (2014). Bridging the gap between Western and Chinese evidence in the international education market, China and World Economy, 22(6), 87-102.
OECD. (2016). Global competence for an inclusive world. Retrieved from:https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf.
Paige, R. M., & Goode, M. L. (2009). Intercultural competence in international education administration. Cultural mentoring:International education professionals and the development of intercultural competence. In D. K. Deardorff (Ed.).The SAGE handbook of intercultural competence (pp. 333-349). Thousand Oaks, CA:SAGE.
Sewell, W. H., Haller, A. O., & Portes, A. (1970). The educational and early occupational attainment process. American Sociological Review, 35(6), 1014-1027.
Skehan, P. (1986). The role of foreign language aptitude in a model of school learning. Language Testing, 3(2), 188-221
Teräs, M., & Lasonen, J. (2013). The development of teachers' intercultural competence using a change laboratory method. Vocations and Learning, 6(1), 107-134.
Zhang, Y. (2012). Expatriate development for cross-cultural adjustment:Effects of cultural distance and cultural intelligence. Human Resource Development Review, 12(2), 177-199.

[1]	张静, 郑杰, 崔海丽, 张丽君. 学校教育如何助力学生社会与情感能力发展?——基于聚类分析的探讨[J]. 华东师范大学学报(教育科学版), 2024, 42(5): 72-82.
[2]	王晓杰, 宋乃庆. 我国小学生劳动素养现状及其影响因素研究[J]. 华东师范大学学报(教育科学版), 2024, 42(2): 78-91.
[3]	王艳玲. 乡村教师离职意愿影响因素的变与不变——基于《云南省乡村教师支持计划（2015—2020年）》实施前后的比较[J]. 华东师范大学学报(教育科学版), 2023, 41(9): 85-99.
[4]	张建珍, 梁晓雨. 新高考制度下家庭背景对高中生科目选择的影响分析——基于浙江省2017—2020届高考毕业生调查数据的实证研究[J]. 华东师范大学学报(教育科学版), 2023, 41(6): 47-58.
[5]	张敏. 哲学社会科学高端人才的素质结构与影响因素研究[J]. 华东师范大学学报(教育科学版), 2023, 41(5): 41-52.
[6]	刘宝存, 黄秦辉. PISA高绩效地区学生的全球素养：个体和学校因素的影响[J]. 华东师范大学学报(教育科学版), 2023, 41(2): 38-52.
[7]	袁振国, 黄忠敬, 李婧娟, 张静. 中国青少年社会与情感能力发展水平报告[J]. 华东师范大学学报(教育科学版), 2021, 39(9): 1-32.
[8]	陈武元, 贾文军. 大学生在线学习体验的影响因素探究[J]. 华东师范大学学报(教育科学版), 2020, 38(7): 42-53.
[9]	冯娉婷, 肖磊峰, 周达, 刘启蒙, 刘坚. 家长教育满意度现状及其影响因素研究——基于对S省140所高中的调查[J]. 华东师范大学学报(教育科学版), 2020, 38(12): 99-108.
[10]	胡玲, 杨博. 高校创新创业教育效果的影响因素研究——基于2016—2018年我国150所创新创业典型经验高校的数据[J]. 华东师范大学学报(教育科学版), 2020, 38(12): 64-75.
[11]	吴秋翔, 崔盛. 鲤鱼跃龙门:农村学生的大学“逆袭”之路——基于首都大学生成长跟踪调查的实证研究[J]. 华东师范大学学报(教育科学版), 2019, 37(1): 124-136+170.
[12]	李学良, 杨小微. 义务教育阶段学生公正体验的实证研究——基于学校内部公平数据库的报告[J]. 华东师范大学学报(教育科学版), 2018, 36(4): 95-106+165.
[13]	熊猛,叶一舵. 心理资本：理论、测量、影响因素及作用*[J]. 华东师范大学学报(教育科学版), 2014, 32(3): 84-92.
[14]	刘谦. 7岁儿童游戏行为特点及其影响因素初探[J]. 华东师范大学学报(教育科学版), 2007, 25(1): 35-38,45.
[15]	吴湘萍, 徐福缘, 周勇. 高校教师工作绩效的影响因素分析[J]. 华东师范大学学报(教育科学版), 2006, 24(1): 30-37.