The Influence Of Alternate Generation Education On The Academic Achievement Of Teenagers

Generational upbringing refers to the upbringing and education of the grandchildren by the grandparents.Because parents cannot fully or partially perform the responsibility of caring for and bringing up children due to personal factors,the grandchildren are completely or assisted by the grandparents.With the rapid development of China’s economy,the increase of employment opportunities and the acceleration of the aging of the population,most young parents who have no time to raise their children will seek the help of the previous generation,and grandparents to a certain extent have participated in the upbringing of their grandchildren.Although grandparents’ intergenerational upbringing behavior can enable parents to have more time to complete their own work and learning tasks,the excessive intervention of grandparents in the life and learning of grandchildren will make the grandchildren lack the companionship of parents in the growth process,which is easy to form parent-child estrangement;At the same time,there are many conflicts between grandparents and young parents in educational concepts,which are easy to cause family conflicts.A series of problems arising from this will have an impact on the physical and mental health and academic achievements of young people.It is also questionable whether the influence of intergenerational rearing behavior on grandchildren will be different due to their gender,different living areas,different ages and different stages of schooling.For the research on intergenerational upbringing,most scholars in China focus on the perspective of left behind children,and also study the cognitive ability and creativity of children and early childhood development of intergenerational upbringing.Few scholars will discuss the influence of intergenerational upbringing as a supplement to parent-child upbringing on the individual development of young people from an empirical perspective.Based on this,this paper uses the short panel data of China Family Tracking Survey(CFPS)in 2014 and 2016,and first uses the PSM-DID estimation method to study whether intergenerational assisted education will affect the academic performance of adolescents;Then,the core explanatory variable,intergenerational assisted education,is classified into different time periods,and the impact of intergenerational assisted education on the academic performance of adolescents is compared horizontally in the day,night,day and night.The impact of intergenerational assisted education on the level of academic performance of adolescents is also discussed by sample whether there are gender differences,urban and rural differences,age differences and differences in school attendance;Finally,from the perspective of parents and families,this paper discusses the internal effect analysis of the influence of intergenerational auxiliary education on the academic performance of adolescents.The main conclusions of this paper are as follows:First,this paper uses the PSM-DID measurement method to conduct empirical analysis to find out the negative impact of intergenerational auxiliary education on academic performance,and the negative impact of intergenerational auxiliary education on young people’s Chinese performance is significant.Second,further study the heterogeneity of the effect of intergenerational assisted education on academic performance.First of all,by classifying and regressing the intergenerational supplementary education,it can be concluded that the net effect of intergenerational supplementary education on Chinese achievement is more obvious during the day and at night.Secondly,through sub sample regression,it is concluded that the negative impact of intergenerational assisted education on academic performance has gender differences,urban and rural differences,age differences and school stage differences.Third,this paper specifically studies the mediating effect mechanism of intergenerational auxiliary education on adolescent academic performance from the perspectives of parents and families.The results show that intergenerational auxiliary education will have a negative impact on children’s academic performance by reducing the extent of parents’ concern for children’s education and the extent of parents’ active communication with children.The innovation of this paper lies in:First,the focus of this paper is to study the impact of intergenerational upbringing on the academic performance of teenagers as a supplement to parental upbringing.At the same time,this paper also classifies the intergenerational auxiliary education,and distinguishes the heterogeneity of the impact of intergenerational auxiliary education on the level of adolescent academic performance in the day,night,day and night;And further analysis of heterogeneity from different age levels and levels of schooling,comprehensively revealing the relationship between intergenerational support education and the level of academic performance of young people.Secondly,this paper combines the two measurement methods of propensity score matching and double difference for empirical research.Therefore,this paper is an effective supplement to relevant research,and also has certain innovation in empirical research.