Research Institute for Social Science.
Department of Child & Family Studies.
J Fam Psychol. 2019 Feb;33(1):88-97. doi: 10.1037/fam0000445. Epub 2018 Jul 23.
This study examined the extent to which mothers' and fathers' effortful control influenced the development of their children's effortful control and subsequent academic adjustment directly and indirectly through parenting behaviors, using 2-wave panel data on 297 school-age children (159 girls, ages 10-11 at Time 1 [T1] and 12-13 years at Time 2 [T2]) and their parents in Korea. Mothers and fathers independently reported on their own effortful control and parenting behaviors at T1. Children's effortful control was assessed with both parents' reports and a behavioral task done by children at T1. Children reported on their perceived academic adjustment at T2. Overall, Korean parents' effortful control was positively associated with warm/supportive parenting behaviors and negatively associated with harsh/controlling parenting behaviors. However, Korean mothers and fathers appeared to play different roles in shaping their children's effortful control. Specifically, only mothers' effortful control was directly associated with children's effortful control. Further, mothers' effortful control influenced their children's effortful control partly through their positive parenting behaviors, which subsequently led to children's academic adjustment 2 years later. On the other hand, fathers' effortful control influenced children's effortful control through their own negative parenting behavior and mothers' positive parenting behavior, which was not linked to children's academic adjustment. The results suggest that efforts to facilitate mothers' positive parenting behavior and to reduce fathers' negative parenting behavior can be promising targets in intervention programs to facilitate the adaptive development of school-age children in Korea. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
本研究考察了母亲和父亲的努力控制程度如何直接和间接地通过教养行为影响他们孩子的努力控制以及随后的学业适应，使用了韩国 297 名学龄儿童（159 名女孩，T1 时年龄为 10-11 岁，T2 时年龄为 12-13 岁）及其父母的两波面板数据。母亲和父亲在 T1 时分别报告了自己的努力控制和教养行为。儿童的努力控制通过父母双方的报告和儿童在 T1 时进行的行为任务来评估。儿童在 T2 时报告了他们感知到的学业适应情况。总的来说，韩国父母的努力控制与温暖/支持性的教养行为呈正相关，与严厉/控制性的教养行为呈负相关。然而，韩国的母亲和父亲似乎在塑造孩子的努力控制方面扮演着不同的角色。具体来说，只有母亲的努力控制与孩子的努力控制直接相关。此外，母亲的努力控制通过积极的教养行为影响孩子的努力控制，进而导致孩子在 2 年后的学业适应。另一方面，父亲的努力控制通过自己的消极教养行为和母亲的积极教养行为影响孩子的努力控制，而这种影响与孩子的学业适应无关。研究结果表明，促进母亲积极教养行为和减少父亲消极教养行为的努力可以成为在干预计划中的有前途的目标，以促进韩国学龄儿童的适应性发展。（PsycINFO 数据库记录（c）2019 APA，保留所有权利）。
