Aunola Kaisa, Nurmi Jari-Erik
Department of Psychology, University of Jyväskylä, Jyväskylä, Finland.
Dev Psychol. 2004 Nov;40(6):965-78. doi: 10.1037/0012-1649.40.6.965.
This study investigated the extent to which mothers' psychological control predicts their children's mathematical performance during the children's transition from preschool to primary school over and above the impact of maternal affection and behavioral control. Also investigated was the extent to which maternal affection and behavioral control moderate the impact of mothers' psychological control. Children 5-6 years old at baseline (N=196) were followed up 6 times to measure their performance in mathematics over a 3-year period from preschool to 2nd grade. Mothers were asked to fill in a questionnaire measuring their parenting styles once every year over the 3-year period. A high level of psychological control exercised by mothers predicted their children's slow progress in mathematics. However, this impact was particularly evident among those children whose mothers reported a high level of affection. No evidence was found that children's mathematical performance had any effect on their mothers' parenting styles.
本研究调查了在儿童从幼儿园过渡到小学期间，母亲的心理控制在超出母亲情感和行为控制影响的情况下，对其子女数学成绩的预测程度。同时还调查了母亲的情感和行为控制在多大程度上调节了母亲心理控制的影响。对基线时5至6岁的儿童（N = 196）进行了6次随访，以测量他们在从幼儿园到二年级的3年期间的数学成绩。在这3年期间，每年都要求母亲填写一份测量其教养方式的问卷。母亲实施的高水平心理控制预示着其子女在数学方面进步缓慢。然而，这种影响在那些母亲报告有高水平情感的孩子中尤为明显。没有发现证据表明孩子的数学成绩对其母亲的教养方式有任何影响。
