Research On The Influence And Mechanism Of Family Aesthetic Education On Adolescents’ Noncognitive Ability

In the stage of economic transition from high-speed growth to high-quality development,the importance of human capital has gradually become more obvious.Improving the total amount and quality of human capital can promote the upgrading of industrial structure and achieve the goal of innovation-driven development strategy.human capital is mainly obtained through education and training,but current education overly focuses on the value of cognitive ability,it neglects the importance of noncognitive ability,and lacks corresponding research on the cultivation of noncognitive ability.This article aims to analyze the impact and mechanism of aesthetic education on noncognitive abilities of adolescents,and then provides corresponding conclusions and policy recommendations from the perspective of family aesthetic education.Under the framework of human capital theory,this article firstly used the overlapping generation model to describe parents’ decision-making behavior on investing in children’s human capital and obtained a theoretical model that described the relationship between family aesthetic education and noncognitive abilities.Then,based on the 2013-2014 data of China Education Panel Survey(CEPS),the econometric model was given combined with theoretical analysis,the results of the empirical analysis are given by using the least square method,unconditional quantile regression and RIF-OB decomposition method.At the same time,the robustness test was carried out by changing the measurement of noncognitive ability,and the conditional mixed process estimation method(CMP)was used to solve the potential endogenous problems.Finally,the mechanism of the influence of family aesthetic education on adolescents’ noncognitive ability was explored through the multiple mediation effect model.Research has found that:(1)Participating in family aesthetic education can significantly improve the noncognitive abilities of adolescents;(2)In terms of household registration,compared to nonagricultural household registration,family aesthetic education has a greater impact on enhancing noncognitive abilities of adolescents with agricultural household registration status;In terms of the type of schools,family aesthetic education has a significant impact on noncognitive abilities of students in public schools,but has no significant impact on students of private school;In terms of different region,compared to adolescents in the eastern region,family aesthetic education has a greater impact on enhancing noncognitive abilities of adolescents in the central and western regions;(3)The results of unconditional quantile regression show that the estimated coefficients of family aesthetic education in all quantiles are significantly positive,and the participation of adolescents with different ability levels in family aesthetic education can improve their noncognitive performance.But as the quantile increases,the impact of family aesthetic education on noncognitive abilities of adolescents shows an inverted U-shaped trend of first increasing and then decreasing.At the same time,family aesthetic education has a stronger impact on the noncognitive abilities of adolescents in the middle and high percentiles than that in the low percentiles,and there is a "Matthew effect";The RIF-OB decomposition method showed a significant coefficient effect,and contributed more than 50% of the total difference at most quantiles,indicating that family aesthetic education itself can cause differences in noncognitive abilities between the participating and non-participating groups,and aesthetic education is the main reason for this difference;(4)The indirect effect of family aesthetic education on adolescents’ non cognitive ability is significant,It exists mediation effect.Family aesthetic education can affect the noncognitive ability of adolescents in three ways: improving individual emotional experience,enhancing aesthetic interest and relieving academic pressure.Based on empirical results,this article proposes those suggestions:(1)transform the thought of aesthetic education and encourage students to communicate and cooperate;(2)Parents and school should cooperate to create an aesthetic education atmosphere;(3)Pay attention to the regulatory role of aesthetic education to alleviate academic pressure on adolescents;(4)Expand the channels of aesthetic education and achieve educational fairness.