家庭社会地位与学龄前儿童的坚持性：母亲价值观和育儿质量的作用。
Family Social Status and Preschoolers' Persistence: The Role of Maternal Values and Quality of Parenting.
作者信息
Mokrova Irina L, O'Brien Marion, Calkins Susan D, Leerkes Esther M, Marcovitch Stuart
机构信息
The University of North Carolina at Greensboro.
出版信息
Infant Child Dev. 2012 Nov-Dec;21(6):617-633. doi: 10.1002/icd.1761.
Children who develop persistence in the preschool years are likely to function more effectively during the transition into school. In this study of 231 3-year-old children and their mothers, we examined the relations among family social status, maternal values of self-direction, and quality of parenting and children's persistence in challenging tasks. Results of SEM path analysis indicated that family social status was related to maternal values of self-direction, which in turn were associated with the quality of maternal cognitive stimulation and emotional support and child persistence at preschool-age. Family social status and maternal values were indirectly related to child persistence through emotional support. Focusing on parental values of self-direction and provision of support during challenging tasks may help to reduce the gap in school success between children from lower and higher social status families.
在学龄前阶段培养出坚持性的儿童在进入学校过渡期间可能会更有效地发挥作用。在这项针对231名3岁儿童及其母亲的研究中，我们考察了家庭社会地位、母亲的自主价值观、养育质量以及儿童在具有挑战性任务中的坚持性之间的关系。结构方程模型路径分析结果表明，家庭社会地位与母亲的自主价值观相关，而母亲的自主价值观又与母亲的认知刺激和情感支持质量以及学龄前儿童的坚持性相关。家庭社会地位和母亲的价值观通过情感支持与儿童的坚持性间接相关。关注父母的自主价值观以及在具有挑战性任务中提供支持可能有助于缩小社会地位较低和较高家庭的儿童在学业成就上的差距。
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