Based on the survey data of fourth-grade and eighth-grade students from 46 primary schools in Beijing Functional Development District in 2016, this paper investigates the influences of parent involvement on children's development. Firstly, based on the logistic model, the study of influence factor shows that family cultural capital, family economic capital and family origin have significant influence on parent involvement. For individual features, the poorer the children's academic performance, the more the parents'supervision, and the higher frequency of the home-school interaction. Meanwhile, the parent involvement of girls or local children are significantly higher than that of boys or migrant children. Secondly, in order to solve the endogenous problem caused by self-selection, propensity score matching method is used to study the influence of parent involvement on children's development. And the results shows that parent involvement has a positive impact on children's academic performance and non-cognitive development. In particular, parent-child reading, parent-child activity and parent-child communication can improve children's academic performance. Besides that, except for home-school interaction, parent involvement has a significant effect on children's non-cognitive abilities in all dimensions. Lastly, the path test of parent involvement in children's academic performance shows that parent involvement mainly influences their academic performance through non-cognitive ability as an intermediary. Moreover, the influence of parent involvement on children's academic achievement is heterogeneous due to the differences in family capital, academic foundation and education stage. It shows that parent involvement can reduce the inequality among students caused by different family capital and academic foundation. And the younger the child, the greater the role of parental involvement%基于2016年对北京市功能拓展区46所学校四年级和八年级学生的调查数据,本文探讨了父母参与对子女发展的影响.首先,二元Logit模型的父母参与影响因素分析表明,家庭文化资本、家庭经济资本和家庭出身显著影响父母参与行为.个体特征中,子女学业基础越差,父母对其作业督导越多和学校联系越频繁.同时,对于女生和本地儿童,其父母参与行为显著高于男生和流动儿童.其次,为了解决自选择导致的内生性问题,本文采用倾向得分匹配法(PSM)探讨父母参与对子女发展的影响,结果表明父母参与对子女学业成绩和非认知能力具有积极正面的影响.具体而言,亲子阅读、亲子活动和亲子交流能够提高子女的学业成绩.除家校互动外,父母参与对子女各维度非认知能力均有显著正向影响.最后,父母参与对学业成绩影响的路径检验表明,父母参与主要通过非认知能力这一中介来影响子女学业表现.同时,父母参与对子女学业成绩的影响会因家庭资本、学业基础和教育阶段的不同,而存在异质性.父母参与有助于缩小因家庭资本、学业基础导致的学生间发展不平等,且子女年龄越小,父母参与的作用越大.
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