Lyytinen P, Rasku-Puttonen H, Poikkeus A M, Laakso M L, Ahonen T
Department of Psychology, University of Jyväskylä, Finland.
J Learn Disabil. 1994 Mar;27(3):186-92. doi: 10.1177/002221949402700306.
The teaching strategies used by mothers of sons with learning disabilities (LD) (n = 30) and normally achieving sons (NLD) (n = 30) were examined. The children were matched for age (8- to 11-year-olds) and for parents' socioeconomic status. The behavior of mother-child pairs was videotaped in a teaching task that was constructed to resemble a homework assignment. The results showed that the mothers of children with LD used fewer high-level strategies, and their total time used in teaching was less than that of the mothers of NLD children. The mothers of children with LD exhibited more dominance and less emotionality and cooperation than did the mothers of NLD children; however, the mothers did not differ in task motivation. The children with LD seemed to have more inactive learning strategies, evident in their weaker initiative and greater dependence on their mothers. Analyses concerning the variation of maternal strategies within the LD group revealed that the mothers' motivation, combined with their emotionality and proportion of high-level strategies, had a strong positive association with their children's success in learning.
研究调查了学习障碍男孩（LD）（n = 30）的母亲和学业正常男孩（NLD）（n = 30）的母亲所采用的教学策略。这些孩子在年龄（8至11岁）和父母社会经济地位方面进行了匹配。在一项设计得类似于家庭作业任务的教学任务中，对母子对的行为进行了录像。结果显示，学习障碍儿童的母亲使用的高级策略较少，并且她们在教学中花费的总时间比学业正常儿童的母亲少。与学业正常儿童的母亲相比，学习障碍儿童的母亲表现出更多的主导性、更少的情感表达和合作；然而，母亲们在任务动机方面没有差异。学习障碍儿童似乎有更多消极的学习策略，这在他们较弱的主动性和对母亲更大的依赖中表现明显。对学习障碍组内母亲策略变化的分析表明，母亲的动机，连同她们的情感表达和高级策略的比例，与孩子的学习成功有着强烈的正相关。
