Preschool education and non-cognitive skills: evidence from rural China’s junior high students

Wenting Liu, Yijia Li, Lidong Zhang, Yuyang Xie, Jin Zhao and Hongyu Guan ()
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Wenting Liu: Center for Experimental Economics in Education, Faculty of Education, Shaanxi Normal University
Yijia Li: Center for Experimental Economics in Education, Faculty of Education, Shaanxi Normal University
Lidong Zhang: Center for Experimental Economics in Education, Faculty of Education, Shaanxi Normal University
Yuyang Xie: Center for Experimental Economics in Education, Faculty of Education, Shaanxi Normal University
Jin Zhao: School of Marxism, Xi’an University of Finance and Economics
Hongyu Guan: Center for Experimental Economics in Education, Faculty of Education, Shaanxi Normal University

Humanities and Social Sciences Communications, 2025, vol. 12, issue 1, 1-14

Abstract: Abstract Non-cognitive abilities, such as social skills and self-control, are vital for individual success. Preschool education is a critical period for developing these abilities, with long-term benefits often linked to early childhood interventions. Using data from the China Education Panel Survey (CEPS), this study employs OLS regression, PSM, and IV modeling to assess the impact of preschool education on rural junior high school students’ non-cognitive abilities. The analysis controls for individual and family characteristics and includes county-fixed effects. The study finds that preschool attendance significantly enhances non-cognitive abilities, especially in dimensions like positive emotions and extraversion. PSM and IV analyses confirm these findings, suggesting that preschool education improves family dynamics and peer relationships, which in turn foster non-cognitive development. The findings highlight the importance of early education investments and suggest that policies supporting preschool education can lead to significant long-term social and economic benefits.

Date: 2025
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DOI: 10.1057/s41599-025-05812-w

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