首页|数字素养、正规就业与工资性收入——基于CHFS微观数据的经验证据

数字素养、正规就业与工资性收入——基于CHFS微观数据的经验证据

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基于中国家庭金融调查数据(CHFS),采用Probit、OLS、2SLS等模型研究了数字素养对劳动者就业决策行为、工资性收入的影响,并通过引入信息获取、风险偏好、社会资本等中介变量实证检验了数字素养的作用机制.研究表明:(1)数字素养可以显著提高劳动者进入正规就业渠道概率、提高劳动者工资性收入;(2)数字素养可以通过提高劳动者信息获取能力、风险偏好、社会资本水平等途径影响劳动者就业决策及其工资水平;(3)数字素养的促进效应表现出明显的家庭差异、城乡差异、城市差异;(4)数字素养除了可以直接影响劳动者工资水平外,还可以通过促进其正规就业产生部分间接影响.研究结论对于改善劳动力市场环境,提高就业质量具有重要的现实意义.
Digital literacy,formal employment and wage income:the empirical evidence from the micro data in CHFS
With the further development of digital economy,digital literacy is affecting people's decision-mak-ing behaviors from different aspects.Based on the China Household Finance Survey(CHFS),this paper uses Probit,OLS,2SLS and other models to study the impact of digital literacy on the workers'employment deci-sion-making behaviors and wage income,and introduces such intermediary variables as the information ac-quisition,risk preference,and social capital to empirically examine the working mechanisms of digital litera-cy.It is found that digital literacy can significantly increase the probability of workers entering the formal em-ployment channels and their wage income.Further,digital literacy can affect the workers'employment deci-sion-making and their wage levels through improving their information acquisition ability,risk preference,and social capital level.However,the motivating effects of digital literacy exhibit the significant differences in the families,the towns and countries,and the cities.Furthermore,digital literacy,while directly affecting the wage levels of workers,can indirectly affect them through the promotion of their formal employment.The conclusion is of great significance for the improvement of the labor market environment and the employment quality.

digital literacyformal employmentwage incomehigh-quality employment

王乾坤、张春华、侯冠宇

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中国政法大学 商学院,北京,100088

数字素养 正规就业 工资性收入 高质量就业

教育部人文社会科学研究规划基金项目国家社会科学基金一般项目

21YJA79000422BJL007

2024

海南大学学报(人文社会科学版)
海南大学

海南大学学报(人文社会科学版)

CSSCICHSSCD
影响因子:0.502
ISSN:1004-1710
年,卷(期):2024.42(5)