Journal of East China Normal University(Educational Sciences) ›› 2023, Vol. 41 ›› Issue (5): 98-112.doi: 10.16382/j.cnki.1000-5560.2023.05.008

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The Influence of Teacher Care on the Development of Rural Children’s Non-cognitive Ability: Analysis of the Mechanism of Co-education in Home and Schools

Xiaomei Ye1, Xiaojie Cao2   

  1. 1. National School of Development, Peking University, Beijing 100871, China
    2. Graduate School of Education/Institute of Educational Economics, Peking University, Beijing 100871, China
  • Online:2023-05-01 Published:2023-04-26

Abstract:

Based on the data of the China Education Panal Survey (CEPS), this paper analyzes the influence of teacher care on the development of non-cognitive ability of rural children and its mechanism from the perspective of home-school co-education by regression analysis and KHB intermediary effect test. According to the conscientiousness, agreeableness, neuroticism, openness and extraversion under the framework of the Big Five personality theory to measure non-cognitive ability, the study found that the subjective teacher care can significantly improve the development of non-cognitive ability of rural children, and the objective teacher care can have a differentiated effect on the non-cognitive ability of rural children. Specifically, teachers’ learning care has a significant positive effect on rural children’s extroversion, agreeableness and conscientiousness, and significantly improves their neuroticism. Teacher’s psychological care can significantly improve the agreeableness and conscientiousness of rural children, and teachers’ dating care can significantly improve the rural children’s extroversion and openness. We also found that teacher care will affect the non-cognitive ability of rural children by the improvement of parenting. This mechanism is achieved through the parents’ response and demander to the children, and compared with the parents’ demander, the contribution of parents’ response to the needs of their children is greater.

Key words: teacher care, non-cognitive ability, rural children, Big Five personality theory