Department of Psychology, Arizona State University, Tempe, AZ 85287-1104, USA.
Dev Psychol. 2010 Sep;46(5):1294-308. doi: 10.1037/a0020236.
Findings on the relation of maternal verbal teaching strategies to children's effortful control (EC; i.e., self-regulation) are limited in quantity and somewhat inconsistent. In this study, children's EC was assessed at 18, 30, and 42 months (ns = 255, 229, and 209, respectively) with adults' reports and a behavioral measure. Mothers' verbal teaching strategies were assessed while the mother and child worked on a task together. Children's general vocabulary also was measured. In a structural panel model taking into account prior levels of constructs and correlations within time, as well as the relations of EC and teaching strategies to children's vocabulary, socioeconomic status, age, and sex of the child, 18-month EC positively predicted mothers' 30-month cognitive assistance and questioning strategies and negatively predicted 30-month maternal directive strategies. In addition, high 30-month EC predicted greater 42-month maternal cognitive assistance and fewer directive strategies. Thus, mothers' teaching strategies were predicted by individual differences in self-regulatory skills, supporting potential evocative child effects on mothers' teaching strategies.
关于母亲言语教学策略与儿童努力控制（即自我调节）之间关系的研究结果在数量上有限，并且有些不一致。在这项研究中，通过成人报告和行为测量，分别在 18 个月、30 个月和 42 个月时评估儿童的 EC（n=255、229 和 209）。在与母亲和孩子一起完成任务的同时，评估母亲的言语教学策略。还测量了儿童的一般词汇量。在考虑到结构面板模型中结构的先前水平和时间内的相关性，以及 EC 和教学策略与儿童词汇量、社会经济地位、年龄和儿童性别的关系，18 个月的 EC 积极预测了母亲 30 个月的认知辅助和提问策略，而消极预测了 30 个月的母亲指令策略。此外，30 个月时的高 EC 预测了 42 个月时更多的母亲认知辅助和更少的指令策略。因此，自我调节技能的个体差异预测了母亲的教学策略，这支持了对母亲教学策略具有潜在唤起儿童效应的观点。
