寄宿如何影响学生的心理健康？

doi:10.16382/j.cnki.1000-5560.2022.08.007

摘要/Abstract

摘要：

近几十年来，随着农村地区“撤点并校”推行，我国大规模兴建寄宿学校。目前，学术界对寄宿制与儿童发展的关系存在不同看法，缺乏对影响机制的讨论。基于中国教育追踪调查（CEPS）2013—2014和2014—2015两期数据，探讨寄宿对于学生心理健康状况的影响。发现寄宿对学生心理健康具有负面影响，这种影响对女生、农村学生、非留守儿童、家庭富裕的学生更大。在影响机制方面，通过对亲子关系、同伴关系、学校管理的考察，发现寄宿通过减少亲子互动、增加校内霸凌行为影响了学生的心理健康；在寄宿学校内，同伴的负面情绪具有更强的传染性；在规定学习时间长和管理严格的学校中，寄宿对于学生的心理健康负面影响更大。中国寄宿学校的兴建在普及义务教育方面做出了历史性贡献，但是其发展面临诸多问题，需要从学校管理、家长参与、社会力量等层面进行完善，从而提高寄宿学生的非认知能力，推进人力资本形成的公平与均衡化。

关键词: 寄宿学生, 心理健康, 学校管理

Abstract:

In the past decades, with the roll-out of “school merging”, China has established an extensive boarding school system. Academia has different views on the relationship between boarding and children’s development, and the influencing mechanisms have yet to be discovered. Based on two waves of China Education Panel Survey (CEPS) data, this paper explores the impact of boarding school on students’ mental health. This paper finds that boarding school has a negative impact. The heterogeneity analysis shows that the negative impacts are larger for girls, rural students, students with parents living at home, and students from affluent families. To understand how boarding impacts mental health, this paper reports that boarding school affects students’ mental health by reducing parent-child interaction and increasing school bullying. Also, in boarding schools, peers’ negative emotions were also more contagious. Moreover, in schools with longer hours of studying and having more strict management, the negative impact tends to intensify. This study concludes that joint efforts from the school management, parent participation and social involvement are needed, in order to improve the education quality and management of boarding schools.

Key words: boarding school students, mental health, school management

杨钋, 颜芷邑. 寄宿如何影响学生的心理健康？[J]. 华东师范大学学报(教育科学版), 2022, 40(8): 67-82.

Po Yang, Zhiyi Yan. How Boarding Schools Affect Student Mental Health?[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(8): 67-82.

图/表 7

表 1

表 2

基准模型OLS回归结果⑤"

	(1)	(2)	(3)	(4)	(5)	(6)	(7)	(8)	(9)	(10)	(11)
	负面情绪加总	沮丧	消沉	不快乐	生活没意思	提不起劲	悲伤、难过	紧张	担心过度	预感有不好的事情发生	精力过于旺盛
寄宿	0.566***	0.068**	0.084***	0.073***	?0.015	0.042	0.068**	0.111***	0.023	0.062**	0.102***
	(0.213)	(0.027)	(0.028)	(0.028)	(0.028)	(0.028)	(0.027)	(0.028)	(0.029)	(0.031)	(0.028)
女生	0.523***	0.181***	0.014	0.112***	?0.032	0.018	0.126***	0.108***	?0.004	0.057**	?0.220***
	(0.178)	(0.023)	(0.024)	(0.023)	(0.024)	(0.023)	(0.023)	(0.023)	(0.024)	(0.026)	(0.023)
农业户口	0.050	?0.009	0.039	0.001	0.039	0.022	0.048*	?0.036	?0.052*	?0.036	0.102***
	(0.206)	(0.027)	(0.027)	(0.027)	(0.028)	(0.027)	(0.027)	(0.027)	(0.028)	(0.030)	(0.027)
独生子女	?0.698***	?0.060**	?0.147***	?0.097***	?0.066**	?0.075***	?0.068***	?0.061**	?0.021	?0.044	?0.166***
	(0.199)	(0.026)	(0.026)	(0.026)	(0.027)	(0.026)	(0.026)	(0.026)	(0.027)	(0.029)	(0.026)
留守儿童	0.660***	0.057**	0.076***	0.077***	0.068**	0.073**	0.071**	0.046	0.049*	0.076**	0.110***
	(0.219)	(0.028)	(0.029)	(0.028)	(0.029)	(0.029)	(0.028)	(0.028)	(0.029)	(0.032)	(0.029)
家庭富裕	?0.512	0.011	?0.006	?0.083*	?0.032	?0.117**	?0.099**	?0.058	?0.075	?0.051	?0.057
	(0.378)	(0.049)	(0.050)	(0.049)	(0.050)	(0.050)	(0.049)	(0.049)	(0.051)	(0.055)	(0.050)
父亲学历高	?0.511	?0.039	?0.123***	?0.069*	?0.096**	?0.098**	?0.048	0.035	0.108**	?0.051	?0.187***
	(0.317)	(0.041)	(0.042)	(0.041)	(0.043)	(0.042)	(0.041)	(0.041)	(0.043)	(0.046)	(0.042)
父母关系好	?2.304***	?0.234***	?0.279***	?0.279***	?0.306***	?0.247***	?0.234***	?0.164***	?0.186***	?0.225***	?0.178***
	(0.250)	(0.032)	(0.033)	(0.032)	(0.033)	(0.033)	(0.032)	(0.033)	(0.034)	(0.036)	(0.033)
截距项	23.540***	2.407***	2.451***	2.482***	2.184***	2.336***	2.220***	2.459***	2.203***	2.477***	2.343***
	(0.308)	(0.040)	(0.041)	(0.040)	(0.041)	(0.041)	(0.040)	(0.040)	(0.041)	(0.045)	(0.040)
样本量	8,168	8,316	8,293	8,301	8,299	8,304	8,311	8,302	8,289	8,278	8,313
R-squared	0.019	0.017	0.023	0.019	0.015	0.014	0.017	0.010	0.006	0.008	0.041

表 2

表 3

表 4

表 5

表 6

表 7

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变量名称	全样本	走读学校	寄宿学校	T检验
学校类型	1.063	1.039	1.068	0.29
公立学校=1	94%	96%	93%
民办学校=2	6%	4%	7%
学校位置	2.703	2.039	3.271	1.232***
城区中心=1	38%	57%	22%
城区边缘=2	10%	6%	14%
城乡结合部=3	15%	11%	7%
乡镇=4	18%	24%	31%
农村=5	19%	10%	27%
学校排名	3.88	3.86	3.88	0.019
人均财政拨款（元）	1050.61	1416.79	772	?644.79***
每间宿舍人数（个）	/	/	8.23	/
学生活动室	1.933	2	1.873	?0.128
没有=1	30%	27%	35%
有，待改善=2	46%	47%	44%
有，设备良好=3	24%	27%	22%
心理咨询室	2.208	2.32	2.107	?0.213*
没有=1	12%	6%	18%
有，待改善=2	55%	56%	54%
有，设备良好=3	33%	32%	29%
生活辅导讲座次数	2.30	2.49	2.11
学校管理严格程度	3.9	3.93	3.9	?0.027**
规定学习时长（小时）	9.56	9.04	10.05	1.008***
总样本数	110	51	59

	(1)	(2)
	第一阶段	第二阶段
	寄宿	负面情绪
寄宿		2.771***
		(0.901)
女生	?0.001	0.494***
	(0.009)	(0.181)
农业户口	0.245***	?0.537*
	(0.010)	(0.314)
独生子女	?0.141***	?0.352
	(0.010)	(0.241)
留守儿童	0.109***	0.411*
	(0.012)	(0.249)
家庭富裕	?0.035*	?0.583
	(0.018)	(0.409)
父亲学历高	?0.052***	?0.380
	(0.011)	(0.340)
父母关系好	0.038***	?2.373***
	(0.013)	(0.275)
家校距离	0.003***
	(0.000)
截距项	0.151***	23.149***
	(0.016)	(0.364)
样本量	7,930	7,930
R-squared	0.220	0.006

	(0)	(1)	(2)	(3)	(4)	(5)	(6)	(7)	(8)	(9)	(10)	(11)
	基准模型	女生	男生	城市	农村	父母在家	母亲在家	父亲在家	父母外出	家庭贫困	家庭一般	家庭富裕
寄宿	0.566***	0.759***	0.290	0.092	0.574**	0.740***	0.227	1.283	?0.575	?0.271	0.687***	1.966*
	(0.213)	(0.288)	(0.302)	(0.398)	(0.237)	(0.249)	(0.673)	(1.099)	(0.610)	(0.392)	(0.263)	(1.041)
样本量	8,168	4,102	4,342	4,153	4,565	6,345	725	279	819	1,692	5,990	486
R-squared	0.019	0.026	0.017	0.029	0.016	0.017	0.016	0.044	0.035	0.010	0.020	0.025

	(1)	(2)
	个人负面情绪
	走读生	寄宿生
班级平均负面情绪	0.863***	0.930***
	(0.082)	(0.062)
控制变量	控制	控制
情景效应	控制	控制
关联效应	控制	控制
截距项	9.776***	6.340***
	(3.333)	(2.261)
样本量	2,327	5,225
R-squared	0.120	0.119

	(1)	(2)	(3)	(4)
	规定学习时间长	规定学习时间短	管理严格	管理宽松
寄宿	0.540*	0.275	0.573**	0.477
	(0.308)	(0.326)	(0.245)	(0.441)
样本量	3,699	4,469	6,351	1,817
R-squared	0.016	0.021	0.021	0.018