Page 68 - 《社会》2022年第2期

“忧郁的孩子们”：课外补习会带来负向情绪吗？

Abstract： This study focuses on the causal relationship between middle school
students’participation in cram school and their emotional well鄄being. Our analysis is
based on Chinese Education Panel Survey data （CEPS 2013 -2015）. We construct
instrumental variables and introduce lagged variables to mitigate possible endogeneity
problems. The major findings are as follows: Firstly，the participation of socio鄄
economically disadvantaged students in cram school has significantly exacerbated their
negative emotions. Students with advantaged family socioeconomic status （SES） have
shown better ability in emotional regulation，and they are more likely to be
psychologically immune to specific negative emotions. Secondly，we explore the class
heterogeneity in the aspect of emotional regulation ability. Specifically，we propose a
preliminary theoretical framework based on typology of parenting styles and related
empirical findings. We speculate that parents from different social background may
respond differently to their children’s negative emotions，while there may also be
intergroup differences in children’s own emotional regulation ability. Empirically，we
examine the class differences in the performance of emotional regulation of the students
in cram school，and apply the counterfactual simulation approach to further illustrate the
association between the group difference in emotional regulation and the group
heterogeneity of the depressive effects from cram school participation. The finding
provides supportive evidences for our theoretical framework. In sum，our study is helpful
to better understand the implication of emotional health inequality that may derive from
the shadow education system.
Keywords：social stratification，cram school，negative emotion，causal inference，
instrumental variable

一、问题提出

伴随着中国经济改革与教育市场化的进程， 围绕中小学升学考试
科目而展开的课外补习班（cram school）在中国社会蓬勃兴起。 近年来，
初中和高中阶段的课外补习参与率以及市场规模呈攀升之势， 成为教
育竞争的典型文化意象（薛海平、丁小浩，2009；中国教育报，2017；孙伦
轩、唐晶晶，2019）。
与此同时，青少年抑郁等负向情绪也呈现快速增长态势。在中国教
育追踪调查 （ China Education Panel Survey，CEPS）2013—2014 学年的全

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