Cai Liman, Huang Peishan, Guo Yuanfang
Center for Studies of Psychological Application, South China Normal University, Guangzhou, China.
School of Education, South China Normal University, Guangzhou, China.
Front Psychol. 2024 Dec 3;15:1438784. doi: 10.3389/fpsyg.2024.1438784. eCollection 2024.
To explore the association between parental involvement and children's positive mental character, and examine the moderating effect of the relationship between teachers and parents.
The present study conducted latent moderated structural equation model among 167 Chinese preschool teachers and 1019 preschool children and their parents. Parents reported children's positive mental character and perceived relationships with their children's teachers while teachers reported their perceived relationships with each child's parents.
The results indicated that (1) three dimensions of parental involvement (home-based involvement, school-based involvement and home-school conferencing) were positively related to children's positive mental character; (2) teacher-perceived teacher-parent relationship moderated the association between home-based involvement and children's positive mental character; (3) the effects of school-based involvement * parent-teacher relationship and home-school conferencing * parent-teacher relationship on children's positive mental character were significant.
This study provided the implications for promoting the development of positive mental character among Chinese preschool children.
探讨家长参与度与儿童积极心理品质之间的关联，并检验师生关系在其中的调节作用。
本研究对167名中国幼儿园教师以及1019名学龄前儿童及其家长进行了潜在调节结构方程模型分析。家长报告了孩子的积极心理品质以及他们与孩子教师的感知关系，而教师报告了他们与每个孩子家长的感知关系。
结果表明：（1）家长参与度的三个维度（家庭参与、学校参与和家校会议）与儿童的积极心理品质呈正相关；（2）教师感知的师生关系调节了家庭参与度与儿童积极心理品质之间的关联；（3）学校参与师生关系以及家校会议师生关系对儿童积极心理品质的影响显著。
本研究为促进中国学龄前儿童积极心理品质的发展提供了启示。
