Strom R, Strom S
Division of Psychology in Education, Arizona State University, Tempe 85287-0611, USA.
Int J Aging Hum Dev. 1997;45(4):255-86. doi: 10.2190/HAVE-HWKU-6BCG-9EY5.
A theory of grandparent development is described that includes the formulation of assumptions, goals for guiding instruction, curriculum design, and a measurement tool to assess learning needs and evaluate the effects of educational intervention. Cultural considerations are illustrated by a three generational study of African-American (n = 777), Caucasian (n = 1086), and Hispanic (n = 672) subjects who were administered the Grandparent Strengths and Needs Inventory. Perceptions of each generation about the attitudes and behaviors of grandparents were examined with multivariate analysis of variance and post-hoc comparisons to analyze the scores, confirm results, and facilitate interpretation of findings. Results showed significant differences between generations and within cultures. Each generation identified elements of grandparent success as well as issues that deserve consideration in building educational programs.
本文描述了一种祖父母发展理论，其中包括假设的形成、指导教学的目标、课程设计以及一种用于评估学习需求和评价教育干预效果的测量工具。通过对非裔美国人（n = 777）、白种人（n = 1086）和西班牙裔（n = 672）受试者进行三代研究，并使用祖父母优势与需求量表，阐述了文化考量因素。采用多因素方差分析和事后比较来检验每代人对祖父母态度和行为的看法，以分析得分、确认结果并便于对研究结果进行解释。结果表明，不同代际之间以及不同文化内部均存在显著差异。每代人都确定了祖父母成功的要素以及在制定教育计划时值得考虑的问题。
