Carver Chelsea E, Duong Shirley, Bachman Heather, Votruba-Drzal Elizabeth, Libertus Melissa E
Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America.
Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America.
Int J Psychol Stud. 2022;14(4):1-19. doi: 10.5539/ijps.v14n4p1. Epub 2022 Oct 9.
Prior research has shown associations between parent and teacher feedback and school-aged children's academic outcomes. Specifically, studies have demonstrated that positive feedback (i.e., praise and/or affirmation) is beneficial for children's academic outcomes, while corrective feedback exhibits more mixed associations with children's academic outcomes. Little is known about the relations between parental feedback and younger children's academic skills. The present study examines the frequency of positive and corrective types of feedback provided by parents of 4-year-old children during semi-structured interactions, as well as how these feedback types relate to children's concurrent math and language skills and their change in math skills over a one-year period. Parent-child dyads (=91) were observed interacting with a picture book, grocery store set, and magnet board puzzle for 5 to 10 minutes each, after which they completed math and language assessments. Parental affirmation was positively and corrective feedback was negatively associated with children's concurrent math outcomes, but only corrective feedback was uniquely negatively associated with children's math outcomes when controlling for affirmations. Parental praise was individually and uniquely positively associated with children's expressive vocabulary and change in math outcomes from age 4 to age 5. This study suggests that the relations between parental feedback and young children's academic outcomes depend on the type of feedback and the outcome of interest (i.e., math vs language), which can inform how parents may want to provide feedback to facilitate learning.
先前的研究表明，家长和教师的反馈与学龄儿童的学业成绩之间存在关联。具体而言，研究表明积极反馈（即表扬和/或肯定）对儿童的学业成绩有益，而纠正性反馈与儿童学业成绩的关联则更为复杂。对于父母的反馈与年幼儿童学业技能之间的关系，我们知之甚少。本研究考察了4岁儿童的父母在半结构化互动中提供的积极和纠正性反馈的频率，以及这些反馈类型与儿童同时期的数学和语言技能之间的关系，以及它们与儿童在一年时间里数学技能变化的关系。观察了91对亲子二元组与一本图画书、杂货店套装和磁性板拼图分别进行5至10分钟的互动，之后他们完成了数学和语言评估。父母的肯定与儿童同时期的数学成绩呈正相关，纠正性反馈与儿童的数学成绩呈负相关，但在控制肯定因素时，只有纠正性反馈与儿童的数学成绩存在独特的负相关。父母的表扬与儿童的表达性词汇以及4岁到5岁期间数学成绩的变化分别存在独特的正相关。这项研究表明，父母的反馈与年幼儿童学业成绩之间的关系取决于反馈的类型和所关注的结果（即数学与语言），这可以为父母如何提供反馈以促进学习提供参考。
