非认知技能是人力资本的重要内容，是一项可后天获得的重要技能，主要由家庭、社区和学校培育而形成。非认知技能影响个体的教育、健康、犯罪和劳动力市场表现。农村青少年在形成非认知技能方面处于不利地位，留守儿童和寄宿制学校学生的处境尤其不利。课题组分别于2015年10月-2017年5月，在河北与四川的五个县133所农村寄宿制学校，做了睡前故事干预项目的随机控制实验，尝试弥补家人陪伴的缺失，提高小学生的认知和非认知能力。课题组调查了17000多个小学生样本，搜集了三轮数据，研究睡前故事干预项目对农村青少年形成非认知技能的影响。本课题拟对这批进入初中阶段的被调查样本进行第四次追踪调查(2020年5月)，研究睡前故事对他们形成非认知技能的延续性影响，探讨非认知技能的形成机制，检验“技能产生技能假说”，为农村青少年改善非认知技能寻找有效的干预途径。

As an important component of human capital, non-cognitive skills are acquired and developed by families, communities, and schools. Non-cognitive skills affect individuals' education, health, crime, and labor market performance. Rural teenagers are at a disadvantage in developing non-cognitive skills, especially left-behind children and students in boarding schools. To compensate the lack of family companionship and improve the cognitive and non-cognitive abilities of primary school students, from October 2015 to May 2017, the research team conducted a randomized control experiment of audio bedtime story intervention program in 133 rural boarding schools in five counties of Hebei and Sichuan. We investigated more than 17,000 samples of primary school students and collected three rounds of data to study the influence of bedtime story intervention programs on the non-cognitive skills formation among rural teenagers. This project is proposed to conduct the fourth follow-up investigation (May 2020) to examine the continuous impact of audio bedtime story program on the formation of non-cognitive skills, explore the formation mechanism, and test the "skills beget skills hypothesis", aiming to find an effective way to improve the non-cognitive abilities of rural teenagers.