教育匹配影响居民主观幸福感的路径研究.docxVIP

PAGEi

经济学专业《学年论文》

教育匹配影响居民主观幸福感的路径研究

摘要

教育与工作的匹配状况不仅是评估教育投资效益的重要指标，而且能够反映教育投入与产出的平衡状态。在当前我国致力于提高人们幸福生活的新形势下，教育匹配是否能够有效提高劳动者的主观幸福感，需要进行实证研究。基于2020年和2022年中国家庭追踪调查（CFPS）数据，运用有序Probit模型和多重中介效应检验方法，分析教育匹配、收入水平与居民主观幸福感的关系，研究表明，随着教育匹配趋向合理，居民主观幸福感得到提高；收入水平和居民主观幸福感之间存在“伊斯特林悖论”，且满足福利经济学的相对收入假说，即绝对收入不能提高居民主观幸福感，相对收入显著提高了居民主观幸福感；收入水平作为教育匹配影响居民主观幸福感的一个重要渠道，主要是通过相对收入实现，绝对收入的中介效应不显著。基于此，提高居民主观幸福感，应从提高教育质量、优化教育结构、推动教育系统与劳动力市场均衡发展等方面进行政策建设。

关键词：教育匹配；居民主观幸福感；收入水平

Abstract

Thealignmentbetweeneducationandemploymentisnotonlyakeyindicatorforassessingtheeffectivenessofeducationalinvestmentbutalsoreflectsthebalancebetweeneducationalinputandoutput.InthecurrentcontextofChinaseffortstoenhancepeopleswell-being,itisessentialtoconductempiricalresearchonwhethereducationalalignmentcaneffectivelyenhanceworkerssubjectivewell-being.UsingdatafromtheChinaFamilyPanelStudies(CFPS)in2020and2022,thisstudyemploysanorderedProbitmodelandmultiplemediationeffectteststoanalyzetherelationshipbetweeneducationalalignment,incomelevels,andresidentssubjectivewell-being.Thefindingsindicatethataseducationalalignmentbecomesmorereasonable,residentssubjectivewell-beingimproves.ThereisanEastlinparadoxbetweenincomelevelsandresidentssubjectivewell-being,whichalignswiththerelativeincomehypothesisinwelfareeconomics,meaningthatabsoluteincomedoesnotenhanceresidentssubjectivewell-being,whereasrelativeincomesignificantlyboostsit.Incomelevelsserveasacrucialchannelthroughwhicheducationalalignmentinfluencesresidentssubjectivewell-being,primarilythroughrelativeincome,withthemediatingeffectofabsoluteincomebeinginsignificant.Basedonthesefindings,policiesaimedatenhancingresidentssubjectivewell-beingshouldfocusonimprovingeducationalquality,optimizingtheeducationalstructure,andpromotingthebalanceddevelopmentoftheeducationsystemandthe