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上财高研院陈媛媛教授合作论文被《美国科学院院刊》接受发表

发布日期:2020-01-09设置

近日,我院陈媛媛教授的合作论文“Sensitivity of Self-Reported Non-Cognitive Skills to Survey Administration Conditions”(合作者为暨南大学冯帅章教授、芝加哥大学James J. Heckman教授以及Mathematica研究所Tim Kautz被与Nature、Science齐名的《美国科学院院刊》 Proceedings of the National Academy of Sciences of the United States of America(PNAS)接受,并于2019年12月30日在线发表。PNAS是被引用次数最多的权威综合性期刊之一,在SCI综合科学类排名第三位,是全球科研人员不可缺少的科研资料,具备极其深远的覆盖面和影响力。

陈媛媛教授博士毕业于美国波士顿学院,为我校经济学国家985优势学科创新平台项目引进的海外优秀人才,目前担任高等研究院博士生导师、院长助理、以及人口流动与劳动力市场研究中心主任职务,主要研究领域为劳动经济学、应用微观计量经济学。2019年,除了此篇PNAS论文外,陈媛媛教授的多篇合作论文还先后被China Economic Review、Journal of Comparative Economics、Journal of Labor Research以及Frontiers of Economics in China等期刊发表或接受发表。

高等研究院坚持政策研究与学术研究两手抓两手硬。2019年,研究员累计在《经济研究》《经济学(季刊)》《管理世界》以及PNAS 、Journal of Comparative Economics等国内外权威期刊及重要报刊理论版上发文或接受发表18篇,其中包括英文期刊11篇(含国际二类2篇,国际三类4篇,其他SCI1篇及SSCI3篇)、国内权威A类5篇、国内权威B类4篇。这些频传的捷报充分显示了学院在国际重要权威期刊的论文发表数量和质量双方面的跨越式发展,极大地提升了学校的国际学术话语权,为学校的“双一流”建设添砖加瓦,为建成具有鲜明财经特色世界一流大学做出重要贡献。

 

论文摘要

    越来越多的证据表明,非认知技能(例如,坚持不懈,责任心,自制力等)对个人发展很重要,并且可以通过干预来塑造。由于这一证据,政策制定者和研究人员对测量非认知技能越来越感兴趣,这些测量通常依赖于受访者对自己技能进行评分的自我报告。这样的自我报告已经应用于项目评估和学校质量的评价系统。

   然而,自我报告也可能捕捉到技能之外的其他方面,如受访情况的各个方面,其中可能包括激励措施和受访者完成调查问卷的条件。为了探索这种可能性,本研究进行了两个实验来估计调研条件对学生非认知技能自我评价的影响程度。第一个实验检验向学生提供关于非认知技能重要性的信息是否直接影响他们的反应,第二个实验检验与另一项任务的表现相关的激励是否间接影响他们的反应。这两个实验都表明,非认知技能的自我评价对调查条件很敏感。与评估文献中发现的条件相比,这些条件的影响相对较大,范围在0.05到0.11标准偏差之间。这些发现表明,干预或其他社会政策对自我报告的非认知技能的影响应谨慎解读。社会政策或干预项目可能会影响对自我报告的非认知技能的反应,而不会影响技能本身。

 

以下为原文摘要:

Significance

Recent evidence has shown that noncognitive skills matter for success in life and can be shaped through interventions. Because of this evidence, policy makers and researchers have increasingly become interested in measuring noncognitive skills and typically rely on self-reported measures in which respondents rate their own skills. Such self-reports have been applied in program evaluations, as well as school accountability and improvement systems. We demonstrate that self-reports are sensitive to survey administration conditions, including whether a survey administrator describes the skills being assessed and whether respondents receive incentives tied to performance on other tasks. These findings have implications for the interpretation of self-reported measures. Social policies or interventions might affect responses on self-reported noncognitive skills without affecting the skills themselves.

 

Abstract

Noncognitive skills (e.g., persistence and self-control) are typically measured using self-reported questionnaires in which respondents rate their own skills. In many applications—including program evaluation and school accountability systems—such reports are assumed to measure only the skill of interest. However, self-reports might also capture other dimensions aside from the skill, such as aspects of a respondent’s situation, which could include incentives and the conditions in which they complete the questionnaire. To explore this possibility, this study conducted 2 experiments to estimate the extent to which survey administration conditions can affect student responses on noncognitive skill questionnaires. The first experiment tested whether providing information about the importance of noncognitive skills to students directly affects their responses, and the second experiment tested whether incentives tied to performance on another task indirectly affect responses. Both experiments suggest that self-reports of noncognitive skills are sensitive to survey conditions. The effects of the conditions are relatively large compared with those found in the program evaluation literature, ranging from 0.05 to 0.11 SDs. These findings suggest that the effects of interventions or other social policies on self-reported noncognitive skills should be interpreted with caution.

 

(供图/供稿:宋玥 编审:陈旭东 陈媛媛