周金燕

• 1:北京师范大学教育学部教育经济研究所首都教育经济研究院

摘要(Abstract)：

过去十多年,有关非认知技能的研究迅速增长,并成为教育和经济领域的新兴热点。到目前为止,人们对非认知技能的重要性和可培养性达成共识,但在有关概念、内涵和如何测量的问题上充满争议,这限制了该领域实证研究的推进。本文在充分回顾国内外文献的基础上,对非认知技能的概念、内涵和测量方法进行了梳理和分析,包括非认知技能的概念辨析、内涵和框架的分类探讨,以及心理学和经济学测量方法的进展及融合,期望为后来的实证研究提供基础。

关键词(KeyWords)： 非认知技能;人力资本;概念;测量;框架

Abstract:

Keywords:

基金项目(Foundation): 国家自然科学基金项目(项目编号:71874016);; 北京市社会科学基金青年项目(项目编号:18JYC029);; 北京师范大学教育学部学科综合建设专项资金项目的阶段成果之一

作者(Author): 周金燕

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• (1)例如,罗伯茨(Roberts)将人格特质定义为应对某种特定环境表现出来的一种相对稳定的思想、感觉和行为模式(参见:Roberts,B.W.Back to the Future:Personality and Assessment and Personality Development[J].Journal of research in personality,2009(2):137—145)。伯格翰(Borghans)等将非认知技能广义定义为一种“思想、感觉和行为模式”(参见:Borghans,L.,Duckworth,A.L.,Heckman,J.J.& Ter Weel,B.The Economics and Psychology of Personality Traits[J].Journal of Human Resources,2008(4):972—1059)。OECD也将社会情感技能定义为人们应对不同情境和背景所表现出来的一种稳定的思想、感觉和行为模式,并且可通过正式或非正式的学习获得,是社会经济产出的重要驱动因素(参见:OECD.Skills for Social Progress:The Power of Social and Emotional Skills[M].Paris:OECD Publishing,2015:35)。
• (2)贝克尔(Becker)对能力(abilities)和技能(skills)进行了区分,指出能力由先天基因决定;而技能可以在整个生命周期获得。据此,能力和技能可以被视为产出的两种不同来源(参见:Becker,G.S.Human Capital:A Theoretical and Empirical Analysis,with Special Reference to Education[M].Chicago,IL:University of Chicago Press,1964)。
• (3)例如,海涅(Heine)等的研究发现,国家层面的尽责性人格自评值和一些客观指标如工作效率、公立银行上班准时率、走路速度和长寿反而表现为负相关关系(参见:Heine,S.J.,Buchtel,E.E.,& Norenzayan,A.What Do Cross- National Comparisons of Personality Traits Tell Us?The Case of Conscientiousness[J].Psychological Science,2008(4):309—313)。英格里希(English)和约翰(John)发现在美国的 (转下页)
• (4)(接上页) 加州伯克利大学,欧裔毕业生比亚裔毕业生更倾向于高评自己,尽管他们的GPA更低;但如果让他们一致以典型的亚裔伯克利学生为参考进行填答时,这种矛盾就消失了(参见:English,T.& John,O.P.Understanding the Social Effects of Emotion Regulation:The Mediating Role of Authenticity for Individual Differences in Suppression[J].Emotion,2013(2):314)。这说明用自评工具测量和比较跨国或跨文化群体,可能会出现严重的偏误问题。
• (5)美国为高中辍学者提供的一种文凭考试,证明其具有高中毕业的认知和学业水平。