Impacts of Male and Female Repeaters on Nonrepeaters: Outcomes and Mechanisms
| Proportion of Male Repeaters | Proportion of Female Repeaters | |
|---|---|---|
| (1) | (2) | |
| Panel A: Cognitive and noncognitive outcomes | ||
| Academic performance | –0.028*** (0.007) | –0.012 (0.010) |
| Observations | 6,939 | 6,939 |
| Cognitive assessment | –0.021** (0.007) | –0.028* (0.011) |
| Observations | 7,062 | 7,062 |
| Mental stress | 0.001 (0.005) | 0.004 (0.005) |
| Observations | 6,904 | 6,904 |
| School disengagement | 0.007+ (0.004) | 0.006 (0.005) |
| Observations | 7,029 | 7,029 |
| Educational expectations | –0.008+ (0.005) | 0.006 (0.007) |
| Observations | 7,020 | 7,020 |
| Panel B: Mechanism outcomes | ||
| Positive student–teacher interaction | 0.001 (0.003) | –0.006 (0.005) |
| Observations | 7,038 | 7,038 |
| Positive student–student interaction | –0.009+ (0.005) | 0.011 (0.008) |
| Observations | 7,016 | 7,016 |
| After-school study time (hours) | –0.011* (0.005) | –0.011 (0.008) |
| Observations | 6,498 | 6,498 |
| Having friends with general disciplinary problems | 0.006** (0.002) | –0.006* (0.002) |
| Observations | 6,943 | 6,943 |
| Having friends who go to internet cafés regularly | 0.004** (0.002) | –0.001 (0.002) |
| Observations | 6,929 | 6,929 |
↵Notes: All models include student, homeroom teacher, and classroom control variables, as well as school fixed effects. Standard errors in parentheses. + p < 0.10, *p < 0.05, **p < 0.01, ***p < 0.001.