Student leadership and academic performance
Student leadership and academic performance
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学生领导经验和学业成绩
DOI：
10.1016/j.chieco.2019.101389
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发表时间：
2020-04-01
影响因子：
6.8
通讯作者：
Xu, Guozheng
中科院分区：
文献类型：
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作者：
Deng, Weiguang;Li, Xue;Xu, Guozheng
过去很少有关于学生领导经验如何影响学业成绩的研究，也没有人对这种经验的短期和长期影响进行详细研究。在这项研究中，我们扩展了调查，使用一个独特的面板数据集来彻底探索这种影响，并获得以下发现。首先，普通的最小二乘和固定效应估计，以及倾向-分数匹配分析表明，无论从短期还是长期来看，成为领导者都可以提高学习成绩。第二，学生在小学的领导经验最有效地提高了当代的学业成绩。第三，与班委和代表相比，班长的职位通常更有利于促进学习成绩。第四，担任领导职务减少了学习时间，但提高了学习自主性；后者比前者更重要，从而提高了学习成绩。
There have been few studies in the past on how student leadership experience influences academic performance and none that offer a detailed study of the short- and long-run effects of such experience. In this study, we extend the investigation, using a unique panel dataset to thoroughly explore this effect and achieve the following findings. First, the ordinary least squares and fixed-effects estimates, as well as propensity-score matching analyses, suggest that being a leader can enhance academic performance in both the short and long run. Second, student leadership experience in primary school most effectively improves contemporary academic achievement. Third, compared with class commissaries and delegates, the position of class monitor is usually more conducive for promoting academic performance. Fourth, holding a leader position reduces study time but improves learning autonomy; the latter outweighs the former, thereby enhancing academic performance.