The Influence Of After-School Services On The Non-Cognitive Ability Of Primary And Middle School Students

With the development of social economy and science and technology,the connotation of human capital theory has been enriched,and the non-cognitive ability proposed by the new human capital theory has gradually attracted the attention of the society.Existing studies have shown that non-cognitive ability has a positive effect on personal growth and social progress,and education is the key path to cultivate individual non-cognitive ability.School education occupies a dominant position in the education system in our country.As the important component of school education,the after-school service plays an increasingly important role under the present stage background.According to the "double reduction" policy’s requirements,primary and middle schools should actively carry out after-school services to enrich students’ study and life and help improve students’ comprehensive quality.Therefore,to explore the relationship between students’ participation in after-school services and their non-cognitive ability development is an inevitable requirement to respond to the requirements of the national "double reduction" policy,build a high-quality basic education system,and pay attention to the comprehensive development of moral,intellectual,physical,American and labor of students in compulsory education.Based on a survey of primary and secondary schools in more than 30 counties(districts)in 6 provinces in eastern,central and western China,mainly analyze the following problems: what’s the current situation of Chinese primary and secondary school students’ participation in after-school service and the development of non-cognitive ability,what’s the relationship between participation in after-school service and the development of non-cognitive ability,and whether there is heterogeneity in the development of non-cognitive ability caused by participation in after-school service.Firstly,this study used descriptive statistics to find out that there are differences in the development level of non-cognitive ability between the groups of students participating in after-school service and those not participating in after-school service,and there are differences in the development level of non-cognitive ability in student type,school type and family type.Secondly,using multiple regression analysis,it was found that after controlling for demographic data and other background variables,participating in after-school services could positively and significantly affect students’ non-cognitive abilities.Thirdly,the propensity value matching method was used to explore whether there was a causal relationship between participation in after-school services and non-cognitive ability.The analysis results show that participation in after-school services can promote the improvement of students’ non-cognitive ability.Finally,heterogeneity analysis was used to investigate the impact of participating in after-school services on the development of non-cognitive ability of different groups of students.The results show that the impact of participating in after-school services on boarders is greater than that on day students,rural students is greater than that on urban students,and students from special families are greater than those from ordinary families.According to the analysis results,This study believes that it can be improved from the following aspects: pay attention to the education function of after-school service,clarify the development concept of after-school service;pay attention to multi-participation,it enables students to improve their non-cognitive abilities after attending after-school services;we will pay attention to the development of after-school services for vulnerable groups and further promote equality in education.Through the suggestion of developing after-school service,the effect of after-school service on the development of non-cognitive ability of primary and middle school students is further promoted.As a livelihood project,after-school service should be clearly defined and actively implemented to enrich students’ academic life and reduce their academic burden,so that students can improve their non-cognitive ability in the process of participation,so as to better adapt to the constantly developing social environment.