Arnold D H, McWilliams L, Arnold E H
Department of Psychology, University of Massachusetts, Amherst 01003-7710, USA.
Dev Psychol. 1998 Mar;34(2):276-87. doi: 10.1037//0012-1649.34.2.276.
Day-care centers provide an ideal, underused setting for studying the developmental processes of child psychopathology. The influence of day-care teachers' lax and overreactive discipline on children's behavior problems was examined, as was the influence of children's behavior problems on teachers' discipline. Participants were 145 children and 16 day-care teachers from 8 classrooms in a day-care center for children from low-income families. Two techniques are presented for estimating causal relations based on correlational data gathered from day-care centers: 2-stage least squares and simultaneous structural equation modeling. Across techniques, teachers' laxness strongly influenced child misbehavior, and child misbehavior influenced both teachers' overreactivity and laxness. Teachers' overreactivity did not influence child misbehavior
日托中心为研究儿童精神病理学的发展过程提供了一个理想但未得到充分利用的环境。研究考察了日托教师宽松和过度反应性的管教方式对儿童行为问题的影响，以及儿童行为问题对教师管教方式的影响。参与者是来自一家为低收入家庭儿童服务的日托中心8个班级的145名儿童和16名日托教师。文中介绍了两种基于从日托中心收集的相关数据来估计因果关系的方法：两阶段最小二乘法和同步结构方程模型。在各种方法中，教师的宽松管教方式对儿童的不当行为有强烈影响，而儿童的不当行为则影响了教师的过度反应性和宽松管教方式。教师的过度反应性并未影响儿童的不当行为。
