在社会经济逆境背景下促进入学准备：与父母士气低落及学习支持的关联
Promoting School Readiness in the Context of Socio-Economic Adversity: Associations with Parental Demoralization and Support for Learning.
作者信息
Okado Yuko, Bierman Karen L, Welsh Janet A
机构信息
St. Jude's Children's Research Hospital.
The Pennsylvania State University.
出版信息
Child Youth Care Forum. 2014 Jun;43(3):353-371. doi: 10.1007/s10566-013-9242-x. Epub 2013 Dec 25.
BACKGROUND
Existing research suggests that parenting stress and demoralization, as well as provision of learning activities at home, significantly affect the child's school readiness in low-income families. However, the degree to which these dimensions of parenting uniquely influence child school readiness remains unclear.
OBJECTIVE
This study tested the hypotheses that parent demoralization and support for learning are distinct constructs and that they would independently influence child school readiness.
METHODS
117 children in Kindergarten with lower literacy and language skills and their parents were recruited from three Northeastern school districts serving primarily low-income families. Parents reported on their depressive symptoms, parenting difficulties, attitudes and behaviors related to learning activities, and the frequency of parent-child conversation at home. Teachers provided reports of the child's school readiness, as indicated by classroom behaviors, approaches to learning, and emergent language and literacy skills. Factor analysis and structural equation modeling were used to test the study hypotheses.
RESULTS
Parent demoralization and support for learning emerged as distinct constructs based on factor analysis. Structural equation models revealed that parent demoralization is negatively associated with child school readiness, whereas parent support for learning is positively associated with child school readiness. Neither parenting construct mediated the effects of the other.
CONCLUSIONS
Among low-income families with children at high risk for child school maladjustment, parental demoralization and support of learning opportunities at home appear to independently influence the child's school readiness. Parent-based interventions targeting child school readiness would likely benefit from enhancing both parental self-efficacy and provision of learning activities.
背景
现有研究表明，养育压力和士气低落，以及在家中提供学习活动，对低收入家庭儿童的入学准备有显著影响。然而，养育方式的这些维度对儿童入学准备的独特影响程度尚不清楚。
目的
本研究检验了以下假设：父母士气低落和对学习的支持是不同的构念，且它们会独立影响儿童的入学准备。
方法
从主要服务低收入家庭的三个东北部学区招募了117名识字和语言技能较低的幼儿园儿童及其父母。父母报告了他们的抑郁症状、养育困难、与学习活动相关的态度和行为，以及在家中亲子对话的频率。教师提供了关于儿童入学准备的报告，包括课堂行为、学习方法以及新兴语言和识字技能。采用因素分析和结构方程模型来检验研究假设。
结果
基于因素分析，父母士气低落和对学习的支持成为不同的构念。结构方程模型显示，父母士气低落与儿童入学准备呈负相关，而父母对学习的支持与儿童入学准备呈正相关。这两个养育构念均未介导对方的影响。
结论
在儿童入学适应不良风险较高的低收入家庭中，父母士气低落和对家中学习机会的支持似乎独立影响儿童的入学准备。针对儿童入学准备的以父母为基础的干预措施可能会从提高父母自我效能感和提供学习活动中受益。
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