Portes P R, Dunham R M, Williams S
Adolescence. 1986 Fall;21(83):723-35.
Middle- and lower-class black and white adolescents were observed interacting with their mothers during a discussion of seven child-rearing problems. Maternal references to a range of disciplinary measures were identified, analyzed, and related to the subjects' scholastic performances concurrently. A factor analysis of process measures confirmed earlier findings based on self-report data concerning parental disciplinary style. Low SES mothers who participated in an early-age intervention and upper middle-class mothers tended to be less punitive than those in the low SES untreated group. Black mothers were less permissive than those in the white group. Parental disciplinary style was found to be significantly related to school performance. The results are discussed in terms of the development of methodological procedures for interaction analysis in semi-structured, ecological research, for the evaluation of process variables in early-age intervention follow-ups and theory relating disciplinary style to intellectual development.
在一场关于七个育儿问题的讨论中，观察了中下层阶级的黑人和白人青少年与他们母亲的互动。确定、分析了母亲提及的一系列纪律措施，并将其与受试者当时的学业成绩相关联。对过程指标的因素分析证实了早期基于关于父母管教方式的自我报告数据得出的结论。参与早期干预的低社会经济地位母亲和中上层阶级母亲往往比未接受治疗的低社会经济地位组的母亲惩罚性更小。黑人母亲比白人母亲更不宽容。发现父母的管教方式与学业成绩显著相关。从半结构化生态研究中互动分析方法程序的发展、早期干预随访中过程变量的评估以及将管教方式与智力发展相关联的理论等方面对结果进行了讨论。
