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[1]冯丽娜,吴政达.家庭社会经济地位、父母教养行为对幼儿学习品质之影响[J].宁波大学学报(教育科学版),2018,40(4):109-119.
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家庭社会经济地位、父母教养行为对幼儿学习品质之影响(PDF)
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《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第40卷
期数:
2018年4
页码:
109-119
栏目:
学前教育
出版日期:
2018-07-10

文章信息/Info

Title:
-
文章编号:
10080627(2018)04-0109-11
作者:
冯丽娜吴政达
(台湾政治大学 教育学院,台湾 台北 11605)
Author(s):
-
关键词:
-
Keywords:
family socioeconomic status parenting practices learning approaches
分类号:
B
DOI:
-
文献标志码:
A
摘要:
本研究旨在了解家庭社会经济地位、父母教养行为、幼儿园社会经济地位如何与幼儿学习品质相关联,并考虑幼儿个人特征。把家庭社会经济地位作为结构指标,父母教养行为作为过程指标,我们检验幼儿园社会经济地位对幼儿学习品质的直接影响及其对幼儿学习品质的调节效果。使用抽样自宁波的33所幼儿园907名3-6岁幼儿样本,幼儿父母填写教养行为问卷(APQ, Cova, 2017),从4个维度评量父母教养行为:正向教养(RF)、父母参与(IP)、不一致管教(ID)和体罚(PP)。班级教师使用幼儿学习品质量表(PLBS, 2012),从三个维度评量幼儿的学习品质:胜任动机(CM),学习策略(LS)和注意/坚持(AP)。阶层线性模型结果显示,在控制幼儿的性别、年龄后,家庭社会经济地位与幼儿的胜任动机、学习策略呈显著正相关,正向教养与幼儿的胜任动机、学习策略呈显著正相关,体罚对幼儿的胜任动机、注意/坚持、学习策略呈显著负相关。幼儿园社会经济地位在正向教养与幼儿学习品质的关系中发挥完全调节效果。幼儿园社会经济地位增强正向教养对幼儿胜任动机、学习策略的正向影响。结果表明,幼儿最佳发展取决于家庭环境和入读幼儿园之间的适宜。
Abstract:
The purpose of this study was to explore the correlations of preschool children’s motivation, parenting practice, and socioeconomic status of families and kindergartens, as well as individual characteristics. It took the family socioeconomic status and parenting practice as the structure index and process index respectively to examine the independent contribution of kindergarten socioeconomic status to preschool children’s study motivation, and the effects of kindergarten socioeconomic status on the structure and process indexes of families.Information was collected about 907 children aged 3-6 years from 33 kindergartens in Ningbo, China to study the correlations of family socioeconomic status, parenting practice, kindergarten socioeconomic status and study motivation of preschool children. A version of the Alabama Parenting Questionnaire (APQ) (Cova, Rincón, Grandón, Inostroza, 2017) was used to evaluate four aspects of parenting practice: positive parenting (RF), parental involvement (IP), inconsistent discipline (ID) and corporal punishment (PP). The teachers used the Preschool Learning Behaviors Scale (PLBS, McDermott, Rikoon, Waterman, &Fantuzzo, 2012) to evaluate three aspects of preschool children’s study motivation: competence motivation (CM), learning strategies (LS) and attention/persistence (AP).After controlling for the children’s gender and age, hierarchical linear modeling showed that the family socioeconomic status, CM, and LS of the children were significantly and positively correlated. In addition, the RF, CM and LS of the children were also significantly and positively correlated. In contrast, the PP was significantly and negatively correlated with the CM, AP, and LS of the children. The socioeconomic status of kindergartens affected children’s study motivation, the CM and LS. In addition, enhancing the socioeconomic status of a kindergarten increased the positive influence of RF on the CM and LS of the children enrolled in it, thus demonstrating an “accumulation effect”. However, AP was unaffected by kindergarten socioeconomic status. This study shows that the development of preschool children depends on the characteristics of their family environments and the suitability of their kindergartens

参考文献/References:

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备注/Memo

备注/Memo:
收稿日期:2018-05-10第一作者简介:冯丽娜(1983-),女,河北邯郸人,讲师/博士,主要研究方向:学前教育、婴幼儿发展。E-mail:406562261@qq.com第二作者简介:吴政达(1969-),男,台湾台中人,教授,主要研究方向:教育统计、教育政策。E-mail:chengta@nccu.edu.tw表2 家庭社会经济地位、幼儿园社会经济地位、父母教养行为与幼儿学习品质相关系数
更新日期/Last Update: 2018-07-03