Gadeyne Els, Ghesquière Pol, Onghena Patrick
Department of Pedagogical Sciences, Katholieke Universiteit Leuven, Belgium.
J Clin Child Adolesc Psychol. 2004 Jun;33(2):347-58. doi: 10.1207/s15374424jccp3302_16.
We studied the predictive relations between reports of parenting behavior on the one hand and academic achievement and reported behavior problems of young children on the other hand. Data were gathered for 352 children and their parents from kindergarten to 2nd grade. The results indicated that in the academic domain, low supportive and high controlling parenting practices were modestly related to poor subsequent math achievement. Children's externalizing and attention problem behavior was clearly predictive of high levels of control in mothers and low levels of support in fathers. The combination of high parental support and control was especially associated with high levels of problem behavior. However, when previous parenting and child adjustment were taken into account, the magnitude of the predictive power of parenting for child adjustment, and of child adjustment for parenting, remained limited.
我们研究了一方面育儿行为报告与另一方面幼儿学业成绩和报告的行为问题之间的预测关系。收集了352名从幼儿园到二年级的儿童及其父母的数据。结果表明，在学业领域，低支持性和高控制性的育儿方式与随后较差的数学成绩有适度关联。儿童的外化和注意力问题行为明显预示着母亲的高控制水平和父亲的低支持水平。高父母支持与控制的结合尤其与高水平的问题行为相关。然而，当考虑到先前的育儿方式和儿童适应情况时，育儿方式对儿童适应的预测力以及儿童适应对育儿方式的预测力仍然有限。
