Park Ye Rang, Duhon Madeline, Kwon Kyong Ah, Beisly Amber H, Walker Michael, Miguel Edward
University of Utah.
Pepperdine University.
J Appl Dev Psychol. 2025 Mar-Apr;97. doi: 10.1016/j.appdev.2025.101760. Epub 2025 Feb 13.
While child poverty is declining globally, many children in Sub-Saharan Africa still live in poverty and face obstacles that hinder them from achieving their full developmental potential. Parents' psychological well-being has important influences on child development directly or indirectly through the home learning environment (HLE). Still, there is a lack of research on this topic from Sub-Saharan Africa. To fill this gap, the present study examined associations among parents' psychological well-being, HLE, and children's socioemotional and cognitive development, using a large sample of 1,633 parents (73% mothers; 88% married; 38% completed some secondary school) and their children ( age = 7.7 years) from Kenya. There were unique processes between different aspects of parents' psychological well-being and child development: Parent depressive symptoms were directly associated with child development, whereas parent self-efficacy was directly and indirectly associated through HLE. The findings provide implications for developing family-focused preventive interventions in Sub-Saharan Africa.
虽然全球范围内儿童贫困现象正在减少，但撒哈拉以南非洲的许多儿童仍生活在贫困之中，面临着阻碍他们充分发挥发展潜力的障碍。父母的心理健康通过家庭学习环境（HLE）直接或间接地对儿童发展产生重要影响。然而，撒哈拉以南非洲地区缺乏关于这一主题的研究。为了填补这一空白，本研究以来自肯尼亚的1633名家长（73%为母亲；88%已婚；38%完成了初中教育）及其子女（年龄=7.7岁）为大样本，研究了父母心理健康、家庭学习环境与儿童社会情感和认知发展之间的关联。父母心理健康的不同方面与儿童发展之间存在独特的过程：父母的抑郁症状与儿童发展直接相关，而父母的自我效能感则通过家庭学习环境直接和间接相关。这些发现为撒哈拉以南非洲地区制定以家庭为重点的预防性干预措施提供了启示。
