【作者简介】常青松 厦门大学社会与人类学院社会学系;胡景梁 厦门大学社会与人类学院社会学系;刘子曦 厦门大学社会与人类学院社会学系

【文章来源】《社会》2024年第1期

【内容提要】现在关于教育、家庭社会经济地位与个人精神健康的研究已经十分丰富，但鲜有研究探讨教育对精神健康的影响在不同阶层出身的群体中是否有异质性。“资源补偿理论”和“资源强化理论”提供了一对竞争性假设：自致教育成就和先赋家庭阶层共同作用于精神健康影响时，既可能产生互相补偿的效果，也可能呈现相互加强的趋势。为检验两种理论假说在中国的适用性，本文使用中国综合社会调查2017年的数据（CGSS2017），以个人的教育程度为核心解释变量，以原生家庭社会阶层为调节变量，探究在不同家庭背景下教育对于精神健康的促进效果是否存在差异，以及原生家庭社会阶层的调节作用是否存在性别差异。研究发现，无论是在总人口中还是在性别组间对比中，“资源补偿理论”都得到支持：相较于出身阶层较高者，出身于劣势社会阶层的人能够从教育中获得更多的精神健康回报；相对于男性，面临双重劣势的女性能够从教育成就中获得更高的精神健康回报。本文对改善女性及先赋家庭资本劣势人口的精神健康提出了证据为本的价值参考。

【关 键 词】教育, 原生家庭社会阶层, 精神健康, 资源补偿理论, 资源强化理论

【基金项目】本研究受到国家社会科学基金项目“未成年人口自杀风险的社会根源和预防策略研究”（项目号：21CSH057）的资助。

【全文链接】https://www.society.shu.edu.cn/CN/Y2024/V44/I1/213

How Does Social Status of Family Influence the Mental Health Returns of Education：Resource Compensation or Enhancement?

Abstract: There are abundant studies on the relationship between family socioeconomic status， and individual mental health， yet few have explored the topic of whether the impact of education on mental health is heterogeneous among groups of different socio-economic origins. Resource Compensation Theory and Resource Enhancement Theory present a pair of competing hypotheses： when self-induced educational achievements and pre-existing family social status work together， there might be either compensatory effects or a tendency of mutual enhancement to affect mental health. To examine the applicability of these two theoretical hypotheses in China， this study utilizes the 2017 data of the Chinese General Social Survey（CGSS）， taking personal educational level as the core explanatory variable and the social status of family origin as the moderate variable. The study investigates whether the promoting effects of education on mental health vary across different family backgrounds and whether there are gender differences in the moderating effect of social status of family origin. The results of the study indicate that both the social status of family origin and the educational level play significant roles in improving mental health status. Moreover， there is a significant moderating effect of social status of family of origin on the relationship between education and mental health both in the overall population and gender-specific groups， which supports the Resource Compensation Theory. In other words， individuals from disadvantaged social status of family origin can obtain more mental health benefits from education compared to those from higher social strata. Furthermore， compared to males， females facing dual disadvantages obtain much higher mental health returns from educational achievements. This paper provides evidence-based implications for enhancing the mental health of females and individuals with disadvantaged family capital.

Key words: education, social status of family of origin, mental health, Resource Compensation Theory, Resource Enhancement Theory