标题： 父母环境与学生学业成就：是否存在马太效应？ 显示英文标题

标题： Parental environment and student achievement: Does a Matthew effect exist?

摘要： 本文研究了父母环境对学生数学、文学和英语（作为外语）学业成绩的因果影响，使用了一个涵盖2016年至2019年马德里社区所有8至15岁儿童的新数据库。 父母环境在此指的是父母的教育水平（即他们在抚养子女之前获得的技能）以及父母对子女的投入（父母在抚养子女方面所付出的努力）。 我们区分了父母环境的持续效应与所谓的马太效应，后者描述了父母环境的影响可能随着孩子的成长而增加的倾向。 无论学科（数学、文学或英语），我们的结果与大多数关于持续效应的研究一致：有利的父母环境往往伴随着更好的学生成绩。 至于马太效应，不同学科的结果有所不同：虽然父母环境的影响在数学中从8岁到15岁趋于减弱，但在文学中呈钟形曲线（先增加后减少），而在英语中则持续增加。 这一结果对于数学甚至文学来说都是令人鼓舞的，证实了学习外语相较于更学术的科目所涉及的社会维度。 显示英文摘要

摘要： This paper investigates the causal impact of the parental environment on the student's academic performance in mathematics, literature and English (as a foreign language), using a new database covering all children aged 8 to 15 of the Madrid community, from 2016 to 2019. Parental environment refers here to the parents' level of education (i.e. the skills they acquired before bringing up their children), and parental investment (the effort made by parents to bring up their children). We distinguish the persistent effect of the parental environment from the so-called Matthew effect, which describes a possible tendency for the impact of the parental environment to increase as the child grows up. Whatever the subject (mathematics, literature or English), our results are in line with most studies concerning the persistent effect: a favourable parental environment goes hand in hand with better results for the children. As regards the Matthew effect, the results differ between subjects: while the impact of the parental environment tends to diminish from the age of 8 to 15 in mathematics, it forms a bell curve in literature (first increasing, then decreasing) and increases steadily in English. This result, which is encouraging for mathematics and even literature, confirms the social dimension involved in learning a foreign language compared to more academic subjects.