Liu Hao, Qiu Yuxi, Luo Li
College of Preschool Education, Capital Normal University, Beijing, China.
College of Arts, Sciences and Education, Florida International University, Miami, FL, United States.
Front Psychol. 2022 Aug 1;13:911421. doi: 10.3389/fpsyg.2022.911421. eCollection 2022.
The purpose of this study was to examine parent-child relationship as a moderator of the association between family educational involvement and the social skills of preschoolers. A total of 4,938 children ( = 5.09-years-old, = 0.81) were sampled from 18 preschools in Hebei province, China, and their parents completed a survey packet to collect demographic information, as well as ratings of parental involvement, relationships with their children, and child social skill development. The results of multivariate regression analysis suggested that: (1) both home-based involvement and home-school conferencing could significantly predict preschoolers' social skills, (2) there was stronger evidence for a relationship of home-based involvement and preschoolers' social skills, (3) closeness in parent-child relationship moderated the path from home-based involvement to preschoolers' social skills, and (4) there was no interactive effect between family educational involvement and parent-child conflict. These findings highlight the significance of the joint influences of family educational involvement and parent-child relationship in shaping children's social skills. The impact of home-based involvement was boosted in the context of a close parent-child relationship.
本研究旨在探讨亲子关系作为家庭教育参与度与学龄前儿童社交技能之间关联的调节因素。共从中国河北省的18所幼儿园抽取了4938名儿童（平均年龄 = 5.09岁，标准差 = 0.81），他们的父母完成了一份调查问卷，以收集人口统计学信息，以及父母参与度、亲子关系和儿童社交技能发展的评分。多元回归分析结果表明：（1）家庭参与和家校会议都能显著预测学龄前儿童的社交技能；（2）有更强的证据表明家庭参与与学龄前儿童社交技能之间存在关联；（3）亲子关系的亲密程度调节了从家庭参与到学龄前儿童社交技能的路径；（4）家庭教育参与度与亲子冲突之间不存在交互作用。这些发现凸显了家庭教育参与度和亲子关系在塑造儿童社交技能方面的共同影响的重要性。在亲密的亲子关系背景下，家庭参与的影响得到了增强。
