同理心、社会网络与学业成绩：技能形成中跨生产率的实验证据
Empathy, Social Networks, and Academic Achievement: Experimental Evidence on Cross-Productivity in Skill Formation
NBER Working Papers · 2026 · [{"name": "Flavio Cunha", "affiliation": []}, {"name": "Qinyou Hu", "affiliation": []}, {"name": "Yiming Xia", "affiliation": []}, {"name": "Naibao Zhao", "affiliation": []}]
中文摘要
我们利用一项包含2,246名学生的随机试验，评估了中国一项由家长主导的初中生共情发展项目。这项为期四个月的移动应用干预在短期内提升了共情水平并减少了欺凌行为，但未产生即时的学业效应。从长期来看，处理组学生进入精英高中的可能性高出3.2个百分点，缺考入学考试的可能性低2.5个百分点。我们将这些收益归因于自我信念的改善，以及课堂友谊网络的重构——后者降低了学业同质性，这揭示了一种跨生产率的社会渠道：非认知投资可以重塑同伴关系，从而改善学业结果。
Abstract
We evaluate a parent-directed empathy development program for middle school students in China using a randomized trial with 2,246 students. The four-month mobile app intervention produced short-run gains in empathy and reduced bullying but no immediate academic effects. Over the longer term, treatment students were 3.2 percentage points more likely to enter elite high schools and 2.5 percentage points less likely to miss the entrance exam. We trace these gains to improved self-beliefs and a restructuring of classroom friendship networks that reduced academic homophily, revealing a social channel of cross-productivity: non-cognitive investments can reshape peer relationships to improve academic outcomes.
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