Silinskas Gintautas, Kiuru Noona, Aunola Kaisa, Lerkkanen Marja-Kristiina, Nurmi Jari-Erik
University of Jyvaskyla.
University of Teacher Education.
Dev Psychol. 2015 Apr;51(4):419-33. doi: 10.1037/a0038908.
This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their affect, practices, and perceptions while their children were in Grades 2, 3, and 4. The results showed, first, that the more help in homework the mothers reported, the slower was the development of their children's academic performance from Grade 1 to Grade 4. This negative association was true especially if mothers perceived their children not to be able to work autonomously. Second, children's good academic performance in Grade 1 predicted mothers' perception of child's ability to be autonomous and positive affect in homework situations later on, whereas poor performance predicted mothers' negative affect, help, and monitoring. Finally, mothers' negative affect mediated the association between children's poor performance, maternal practices, and perceptions of their children.
本研究调查了儿童学业成绩与其母亲在家庭作业情境中对孩子的情感、行为及认知之间的纵向关联。对2261名儿童在一年级和四年级时的阅读和数学成绩进行了测试，1476名母亲在孩子二、三、四年级时填写了关于她们的情感、行为及认知的问卷。结果显示，首先，母亲报告提供的家庭作业帮助越多，其孩子从一年级到四年级学业成绩的发展就越慢。这种负相关尤其在母亲认为孩子不能自主学习时成立。其次，孩子一年级时的良好学业成绩预示着母亲后来对孩子自主能力的认知以及在家庭作业情境中的积极情感，而成绩不佳则预示着母亲的消极情感、帮助和监督。最后，母亲的消极情感介导了孩子成绩不佳、母亲行为及对孩子认知之间的关联。
