Zhao Jinghui, Fan Yizhen, Liu Ziqin, Lin Chaopai, Zhang Limin
Department of Early Childhood Education, School of Education, Guangzhou University, Guangzhou, China.
Department of Early Childhood Education, School of Education, Central China Normal University, Wuhan, China.
Front Psychol. 2023 Aug 7;14:1216683. doi: 10.3389/fpsyg.2023.1216683. eCollection 2023.
According to the family stress model, this study examined the relationship between parenting stress and preschoolers' approaches to learning (ATL) in China, as well as the mediating effect of authoritative parenting and the moderating effect of household residency (migrant and native). A survey of 5,047 preschoolers' parents (2,186 natives and 2,861 migrants) supports the proposed moderated mediation model. The results showed that after controlling for gender and age, parenting stress affected preschoolers' development of ATL negatively. Authoritative parenting mediates the relationship between parenting stress and preschoolers' ATL. Further, household residency moderated the relationship between authoritative parenting and preschoolers' ATL. The findings of this study suggest that high levels of parenting stress are detrimental to the development of preschoolers' ATL. And parents with low parenting stress are more likely to adopt authoritative parenting, which in turn fosters preschoolers' ATL. In addition, native families' authoritative parenting style are more conducive to fostering preschoolers' ATL than migrant families. Finally, this study contributes to previous research by examining the mechanisms of parenting stress on preschoolers' ATL and provides support for the extension of the family stress model. Importantly, it also informs efforts to improve ATL among preschoolers in Chinese migrant and native families.
根据家庭压力模型，本研究考察了中国育儿压力与学龄前儿童学习方式（ATL）之间的关系，以及权威型育儿方式的中介作用和家庭居住类型（流动家庭和本地家庭）的调节作用。对5047名学龄前儿童的家长（2186名本地家长和2861名流动家长）进行的调查支持了所提出的有调节的中介模型。结果表明，在控制了性别和年龄后，育儿压力对学龄前儿童的学习方式发展有负面影响。权威型育儿方式在育儿压力和学龄前儿童的学习方式之间起中介作用。此外，家庭居住类型调节了权威型育儿方式与学龄前儿童学习方式之间的关系。本研究结果表明，高水平的育儿压力不利于学龄前儿童学习方式的发展。育儿压力低的家长更有可能采用权威型育儿方式，这反过来又促进了学龄前儿童的学习方式。此外，本地家庭的权威型育儿方式比流动家庭更有利于培养学龄前儿童的学习方式。最后，本研究通过考察育儿压力对学龄前儿童学习方式的影响机制，为以往的研究做出了贡献，并为家庭压力模型的扩展提供了支持。重要的是，它也为改善中国流动家庭和本地家庭学龄前儿童的学习方式提供了参考。
