Abstract：Based on the data of the China Education Panel Survey(CEPS) during the two periods of 2013－2014 and 2014－2015， this paper provides an empirical analysis of the impact of the non-cognitive ability on middle school students’ academic performance. The research indicates that there are significant group differences in the development of non-cognitive ability of middle school students. Male students， students from rural areas or low-income families show a significant lower level of non-cognitive skills. The OLS regression results show that the non-cognitive ability still has a significant positive effect on middle school students’ academic achievement after controlling the individual’s previous academic achievement. The effect of self-education expectation is the most prominent. Students present the distinctive group differences according to sexes， regions of residency and family financial conditions. The quantile regressions indicate that the effect of the non-cognitive ability is greater for students at low and middle academic levels. The implication of this study is that families and schools should fully understand the importance of the development of the non-cognitive ability， while the government should strengthen the investment to the development of the non-cognitive ability of the disadvantaged students.
雷万鹏 李贞义. 非认知能力对初中生学业成绩的影响：基于CEPS的实证分析[J]. 华中师范大学学报（人文社会科学版）, 2021, 60(6): 154-163.
Lei Wanpeng Li Zhenyi. The Effect of the Non-Cognitive Ability on Middle School Students’ Academic Achievement： An Empirical Analysis Based on CEPS. journal1, 2021, 60(6): 154-163.
2021, Vol. 60 
