Study On The Influence Mechanism Of Children’s Educational Performance In Multiple-Child Family

Education is an important way to improve human capital.In changing society,what education should cultivate is not only people with high intelligence level and rich knowledge,but also comprehensive talents with innovative quality and all-round development.To cope with the aging population problem,the country optimized the birth policy.The implementation of the two-child policy and the three-child policy makes the development of the multi-child family structure possible.However,the underlying problems such as how to allocate family resources among children and how to make better use of family education also arise.The distribution of resources within the family will be unbalanced due to the birth order and gender of the children,which will lead to an education gap.In addition,with the increasing number of children in families,the importance of family education is self-evident.This study takes multichild family as the main research objects.Based on survey data in the form of questionnaire and interview,the present situation,group differences and influencing mechanism of cognitive and non-cognitive performance of children from multi-child family are analyzed.The following are the research conclusions of this study:The quantitative analysis part adopts the data in China Family Panel Studies(CFPS)database that meets the research conditions.Firstly,the educational performance of children in multi-child families is analyzed.According to the whole national situation of education since the implementation of compulsory education,cognitive performance of children is at an above average level.However,cognitive performance of children from multi-child family is worse than that of children from only child families.In terms of non-cognitive performance,children’s conscientiousness,extraversion,agreeableness,openness and emotional instability were also at the above average level.The non-cognitive performance of children from families with many children is worse than that of children from families with only one child.In a word,the performance of children on the whole is in the upper middle level,but the performance of children from multi-child family is slightly worse than that of children from families with only one child,which is corresponding to the theory of resource dilution.Secondly,there are group differences in children’s educational performance.In multi-child family,there are differences in cognitive performance in gender,place of origin,household registration,political status and birth period.In terms of conscientiousness,there are differences in place of origin and time of birth.In terms of extroversion,there were differences in the places of origin.There was no difference in agreeableness.In terms of openness,there are differences in gender,place of origin,political status and birth period.In terms of emotional instability,there were differences among students from different places.In the one-child family,there are differences in cognitive performance in gender,place of origin,household registration,political status and birth period.There was no difference in conscientiousness and extraversion.In the aspect of agreeableness,the gender difference is significant;In terms of openness,there are differences in political status and birth period.In terms of emotional instability,there were differences in gender,household registration and birth period.Finally,the differences in children’s education between multi-child family and families with only one child.In terms of cognitive performance,children from multi-child family are significantly worse than those from families with only one child.In terms of non-cognitive performance,the openness of children from multi-child families is significantly worse than that of children from one-child families.Finally,through multiple regression analysis,it is found that individual characteristics,the number of children,sibling structure and family capital will have different degrees of influence on children’s educational performance.Firstly,in terms of cognitive performance,gender,household registration,place of origin,political status,birth period,number of children,age structure,family economic capital and family cultural capital all have an impact.Secondly,in terms of non-cognitive performance,place of origin,birth period,number of children,age structure,family economic capital,family book collection in family cultural capital and family social capital all affect conscientiousness.Gender,place of origin,political status,birth order,parental education level in family cultural capital and family social capital have an effect on children’s extroversion.Gender and place of origin have significant influence on children’s affinity;Gender,place of origin,time of birth and political status have significant influence on children’s openness.Gender and political status have significant influence on children’s emotional instability.The interaction analysis of families with or without multiple children shows that in terms of cognitive performance,gender and place of origin have an impact on the cognitive performance of children from families with or without multiple children.In terms of non-cognitive performance,there are differences in the emotional instability of children from multiple-child family and children from families with only one child at different birth periods.In addition,individual basic factors such as gender,household registration,place of origin and time of birth will have a moderating effect on the influence path.On the basis of quantitative analysis and through interviews,this paper makes an in-depth analysis of the performance mechanism of multi-child families.The educational performance of children is influenced by three factors: family background,compatriot structure and individual characteristics.The first is family background,including family capital,family education and family atmosphere.In a multi-child family,with the increase of the number of children,per capita available family capital decreases accordingly,and when parents allocate resources,it is easy for their children to have uneven resources,which will have a negative impact on the children of the disadvantaged party with resources.In addition,in families with many children,parents will compare their compatriots,which is easy to make the disadvantaged child self-negate,which also has a negative impact on the improvement of educational performance.The second is sibling structure,including sibling behavior,sibling relationships,and birth order.Imitation of sibling behavior is one of the main sources of individual experience acquisition.Warm sibling relationships can support individuals and promote the improvement of individual educational performance,while conflict-type sibling relationships will cause children to have negative emotions such as inferiority,harmful to individual development,and birth order also indirectly affects individual educational performance.Finally,personal traits.When the individual’s subjective initiative is strong,the individual will try to improve his educational performance through relevant ways,while when the individual’s subjective initiative is weak,the individual will often play a negative role in the development of educational performance due to negative effects,and it is easy to form a two-way cycle with his educational performance.To sum up,this study puts forward the following suggestions: first,rationally allocate family resources and make concerted efforts to optimize family education;Second,we need to foster closer brother-brother ties and support each other.Third,maintain individual advantages and enhance self-affirmation.