The "Abundance Trap" and the Deepening of the Digital Divide: A Study on the "Reverse Effect" and Mechanism of Family Digital Resources on Junior High School Students' Academic Performance-empirical Evidence Based on CEPS

Ou Xintong

School of Literature and Media, Shaoguan University

Abstract：

Using CEPS 2013-2014 data, this study examines home digital resources' impact on junior high students' academic performance. Results show students with computer and internet access score 0.900 points lower on standardized tests (≈0.1 SD), especially in math. Rural students are more adversely affected; gender differences are insignificant. Family economic conditions show a "reverse moderation" effect: higher-income families experience stronger negative impacts. Physical access alone does not confer academic advantage; effectiveness depends on usage and supervision. These findings support shifting education policy from the "access gap" to the "Quality-of-Use Divide.

Key Words：

family digital resources; junior high school students; academic performance; heterogeneity analysis; quality-of-use divide; home supervision; CEPS data