Department of Psychology, University of Roehampton, London SW14 4JD, England.
Dev Psychol. 2012 Mar;48(2):543-51. doi: 10.1037/a0025888. Epub 2011 Oct 17.
The purpose of this study was to specify the relationship between positive and harsh parenting and maternal scaffolding behavior. A 2nd aim was to disentangle the effects of maternal education and parenting quality, and a 3rd aim was to test whether parenting quality mediated the association between maternal education and scaffolding practices. We examined associations between positive and harsh parenting practices and contingent and noncontingent tutoring strategies. Ninety-six mother-child dyads (49 boys, 47 girls) from working- and middle-class English families participated. Mothers reported on parenting quality at Time 1 when children were 5 years old and again approximately 5 years later at Time 2. Mother-child pairs were observed working together on a block design task at Time 2, and interactions were coded for contingent (contingent shifting) and noncontingent (fixed failure feedback) dimensions of maternal scaffolding behavior. Positive and harsh parenting accounted for variance in contingent behavior over and above maternal education, whereas only harsh parenting accounted for unique variance in noncontingent scaffolding practices. Our findings provide new evidence for a more differentiated model of the relation between general parenting quality and specific scaffolding behaviors.
本研究旨在明确积极养育和严厉养育与母亲支架行为之间的关系。第二个目的是厘清母亲教育和养育质量的影响，第三个目的是检验养育质量是否在母亲教育和支架实践之间的关联中起中介作用。我们考察了积极养育和严厉养育实践与条件性和非条件性辅导策略之间的关联。来自工人阶级和中产阶级英国家庭的 96 对母子参与了研究（男孩 49 名，女孩 47 名）。母亲们在孩子 5 岁时（第 1 次时间点）和大约 5 年后（第 2 次时间点）报告了养育质量。在第 2 次时间点，母亲和孩子一起在积木设计任务上进行了观察，互动过程按照母亲支架行为的条件性（条件性转换）和非条件性（固定失败反馈）维度进行了编码。积极养育和严厉养育在条件性行为上的差异解释了母亲教育之外的差异，而只有严厉养育在非条件性支架实践上解释了独特的差异。我们的研究结果为一般养育质量与特定支架行为之间的关系提供了更具差异化的模型证据。
