Kong Chuibin, Yasmin Fakhra
Department of Education, Yunnan Normal University, Kunming, China.
School of Education, South China Normal University, Guangzhou, China.
Front Psychol. 2022 Jun 30;13:928629. doi: 10.3389/fpsyg.2022.928629. eCollection 2022.
The current study examined the impact of parental style on early childhood learning, as well as the role of parental self-efficacy (PSE) as a mediating factor. In the domains of education and psychology, it is increasingly recognized that parents have a considerable impact on their children's learning and development. Purposive sampling was used and data was gathered over 3 months from school children's parents. Hypotheses were tested using smart partial least squares-structural equation modeling (PLS-SEM v3.2.8) software. The findings of the present study reveal that an authoritative parenting style is positively associated with learning outcomes among Chinese students. Moreover, the mediating role of parental self-efficacy has been tested and proved to be a potential mediator between parental style and children's learning outcomes. High PSE is linked to parents' adoption of a variety of optimum parenting practices throughout childhood, including maternal sensitivity and responsiveness to children's needs, warm and affectionate parental behavior, and monitoring. Hence, low PSE has been linked to coercive or harsh parenting as well as a proclivity to give up easily when faced with parental difficulties. In China, further study is needed on the relationship between parenting style, parental self-efficacy, and learning outcome. Future parenting programs could also focus on raising parents' understanding of the need for both parents' involvement in expressive activities and mentoring. This could help them boost their parenting self-efficacy even more. Lastly, the implications for parents, children, and teachers are discussed.
本研究考察了父母教养方式对幼儿学习的影响，以及父母自我效能感（PSE）作为中介因素的作用。在教育和心理学领域，人们越来越认识到父母对孩子的学习和发展有着相当大的影响。本研究采用了立意抽样法，在3个月的时间里收集了在校儿童家长的数据。研究假设通过智能偏最小二乘结构方程模型（PLS-SEM v3.2.8）软件进行检验。本研究结果表明，权威型教养方式与中国学生的学习成绩呈正相关。此外，父母自我效能感的中介作用得到了检验，并被证明是父母教养方式与孩子学习成绩之间的潜在中介因素。高父母自我效能感与父母在孩子整个童年时期采用各种最佳教养方式有关，包括母亲对孩子需求的敏感性和反应性、温暖深情的父母行为以及监督。因此，低父母自我效能感与强制性或严厉的教养方式以及在面对育儿困难时容易放弃的倾向有关。在中国，需要进一步研究教养方式、父母自我效能感和学习成绩之间的关系。未来的育儿项目也可以侧重于提高父母对父母双方参与表达性活动和指导的必要性的认识。这可以帮助他们进一步提高育儿自我效能感。最后，讨论了本研究对父母、孩子和教师的启示。
