Peacock-Chambers Elizabeth, Martin Justin T, Necastro Kelly A, Cabral Howard J, Bair-Merritt Megan
Division of General Pediatrics, Boston Medical Center, Boston, Mass.
Boston University School of Medicine, Boston, Mass.
Acad Pediatr. 2017 Mar;17(2):176-183. doi: 10.1016/j.acap.2016.10.010.
To: 1) examine sociodemographic factors associated with high parental self-efficacy and perceived control, and 2) determine how self-efficacy and control relate to the home learning environment (HLE), including whether they mediate the relationship between sociodemographic characteristics and HLE, among low-income parents of young children.
Cross-sectional survey of English- and Spanish-speaking parents, 18 years of age and older, with children 15 to 36 months old, to assess parental self-efficacy, perceived control, HLE, and sociodemographic characteristics. Bivariate analysis identified sociodemographic predictors of high self-efficacy and control. Separate multivariate linear regression models were used to examine associations between self-efficacy, control, and the HLE. Formal path analysis was used to assess whether self-efficacy and control mediate the relationship between sociodemographic characteristics and HLE.
Of 144 participants, 25% were white, 65% were immigrants, and 35% completed the survey in Spanish. US-born subjects, those who completed English surveys, or who had higher educational levels had significantly higher mean self-efficacy and perceived control scores (P < .05). Higher self-efficacy and perceived control were associated with a positive change in HLE score in separate multivariate models (self-efficacy β = .7 [95% confidence interval (CI), 0.5-0.9]; control β = .5 [95% CI, 0.2-0.8]). Self-efficacy acted as a mediator such that low self-efficacy explained part of the association between parental depressive symptoms, immigrant status, and less optimal HLE (P = .04 and < .001, respectively).
High parental self-efficacy and perceived control positively influence HLEs of young children. Self-efficacy alone mediates the relationship between parental depressive symptoms, immigrant status, and less optimal early home learning.
1）研究与高父母自我效能感和感知控制相关的社会人口学因素；2）确定自我效能感和控制感如何与家庭学习环境（HLE）相关，包括它们是否在幼儿低收入父母的社会人口学特征与HLE之间的关系中起中介作用。
对年龄在18岁及以上、孩子年龄在15至36个月的讲英语和西班牙语的父母进行横断面调查，以评估父母的自我效能感、感知控制、HLE和社会人口学特征。双变量分析确定了高自我效能感和控制感的社会人口学预测因素。使用单独的多元线性回归模型来检验自我效能感、控制感与HLE之间的关联。采用正式路径分析来评估自我效能感和控制感是否在社会人口学特征与HLE之间的关系中起中介作用。
在144名参与者中，25%为白人，65%为移民，35%用西班牙语完成了调查。美国出生的受试者、完成英语调查的受试者或教育水平较高的受试者的平均自我效能感和感知控制得分显著更高（P <.05）。在单独的多元模型中，较高的自我效能感和感知控制与HLE得分的正向变化相关（自我效能感β = 0.7 [95%置信区间（CI），0.5 - 0.9]；控制感β = 0.5 [95% CI，0.2 - 0.8]）。自我效能感起到了中介作用，即低自我效能感解释了父母抑郁症状、移民身份与不太理想的HLE之间关联的部分原因（分别为P = 0.04和<.001）。
高父母自我效能感和感知控制对幼儿的家庭学习环境有积极影响。仅自我效能感就在父母抑郁症状、移民身份与不太理想的早期家庭学习之间的关系中起中介作用。
