以往研究家庭背景对子女学业成绩的影响时，多分析父母的文化、经济或者社会资本对子女的影响。机制分析时多以父母教育期望、儿童教育资源的获得等作为中介变量，往往遗漏了那些潜在的促进个人特质形成进而影响学业成绩的非认知技能。现有研究已经证明非认知技能对于生命周期的各个阶段都有着持续和显著的影响，并可以通过干预项目进行改善。从非认知技能的新视角探讨家庭背景对子女学业成绩的影响路径以及如何通过家庭教育干预和培养非认知技能的发展，将具有非常重要的意义。本项目从构建非认知技能和家庭背景指标体系入手，开发非认知技能的测量工具，分析非认知技能对于学业成绩的影响及城乡差异，探讨家庭背景如何通过非认知技能这个中间变量对子女学业成绩产生影响最后分析各种可能的家庭干预措施的效果。

In the past, when we studied the influence of family background on children's academic performance, we analyzed the influence of parents' cultural, economic or social capital on their children. In the mechanism analysis, the parental education expectation and the acquisition of children's educational resources are used as mediators, and the non-cognitive skills that promote the formation of personal traits and affect academic performance are often missed. Some researches has demonstrated that non-cognitive skills have a sustained and significant impact on all stages of the life cycle, and can be improved through intervention projects. To explore the impact of family background on children's academic performance from a new perspective of non-cognitive skills and learn how to intervene and cultivate non-cognitive skills through family education and propose corresponding interventions will be of great significance. This project starts with the construction of non-cognitive skills and family background indicator system, develops non-cognitive skills measurement tools, analyzes the impact of non-cognitive skills on academic performance and urban-rural differences, and finally discusses the mechanism of family background on children's academic performance through non-cognitive skills mediators.