父亲教养方式与学龄前儿童社会适应的关系—执行功能的中介作用和儿童性别的调节作用
文献类型：学位论文
| 作者 | 林丽瑄 |
| 答辩日期 | 2023-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李晶 |
| 关键词 | 父亲教养方式 学龄前儿童 社会适应 执行功能 性别 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The relationship between paternal parenting style and social adaptation in preschool children-Mediator of executive function and regulation of child fender |
| 中文摘要 | One of the important goals of preschool education is to promote children's social development. Social adaptation is crucial to children's social development, but in recent years, the detection rate of social adaptation difficulties such as externalizing and internalizing behavior problems in children is worrying. Therefore, research on children's social adaptation is worth exploring. Children's social adaptation is influenced by external factors such as family and society, as well as internal factors such as genetics, temperament, and executive function. Previous studies have found that parenting styles affect children's aggressive behavior through executive function, and maternal authoritative parenting style affects children's social adaptation through executive function. However, there is little research on the relationship between father's parenting style, executive function, and children's social adaptation. Studies have shown that fathers play a challenging role in children's upbringing, encouraging children to engage in competitive sports and experience stimulation and challenges, which helps children to explore the world, solve problems, and take on future social risks in unfamiliar situations. Due to the differences in parenting styles, the relationship between father's parenting style, executive function, and children's social adaptation in preschool children needs to be further studied, and the role of children's gender in this relationship should also be explored. (1) In this study, we selected children aged 3一6 years and their fathers in kindergartens in Inner Mongolia, Shandong, Beijing and Hebei, and collected 306 questionnaires, 197 children's executive function tests and 60 fathers' parenting interviews. Each variable was selected with fathers 'parenting style as the independent variable, preschool children social adaptation as the dependent variable, preschool children's executive function as the mediating variable, and child gender as the regulating variable. Through the parenting style of fathers, the executive function and social adaptation of preschool children, the relevant data analyzes the data of the parenting questionnaire and the corresponding parents, and through the quantitative analysis through the data of Study 1 and 2 and the qualitative analysis interviews of Study 3, the following research results are obtained: (2) Authoritarian parenting style of fathers is positively correlated with preschool children's social adaptation difficulties, while authoritative parenting style of fathers is negatively correlated with preschool children's social adaptation difficulties. An authoritative father respects the child and gives them democratic participation rights, which is conducive to improving children's social adaptation ability. However, an authoritarian father interferes too much and punishes too severely, leading to children being more likely to have social adaptation difficulties. (3) Children's executive function plays a partial mediating role between father's parenting style and preschool children's social adaptation difficulties. Father's parenting style not only directly predicts preschool children's social adaptation difficulties but also indirectly predicts preschool children's social adaptation difficulties through the mediating role of executive function. (4) Children's gender can moderate the relationship between father's authoritative parenting style and preschool children's social adaptation difficulties, with a more significant impact on girls than boys. However, the impact on boys is not significant. Under the influence of father's authoritative parenting style, children's gender moderates the relationship between executive function and preschool children's social adaptation difficulties, with boys being more affected than girls. (5) The results of whether children's gender can moderate the relationship between father's authoritarian parenting style and preschool children's social adaptation difficulties are inconsistent. Study 1 showed that the impact of authoritarian fathers on boys' social adaptation difficulties is greater than that on girls, while Study 2 showed that children's gender does not moderate this relationship. Based on the results of the above study, the study concluded the following conclusion: paternal parenting with preschool children social adaptation significantly related, paternal parenting through affecting the executive function of preschool children social adaptation, the mediation effect by child gender, reflected in the paternal parenting style and preschool children social adaptation relationship and executive function and the relationship of social adaptation. This study complements the literature research on paternal parenting style, child social adaptation, and child executive function relationships, and provides theoretical reference and empirical templates for guiding fathers to adjust their parenting style in order to better make children have good social adaptability. |
| 英文摘要 | 学龄前教育的一个非常重要的目标是促进儿童的社会性发展。社会适应关乎儿童的社会性发展，但近几年对儿童的社会适应困难如外化行为问题和内化行为问题检出率结果令人担忧，儿童社会适应的研究值得深入探讨。儿童的社会适应受到外界环境的影响如家庭、社会等;同时受到自身的影响如遗传、气质、执行功能等。梳理以往文献发现，部分研究发现父母教养方式通过执行功能对儿童的攻击性行为产生影响，也有部分研究得出母亲权威型教养方式通过执行功能去影响儿童的社会适应，但很少见到有探讨父亲教养方式、执行功能与儿童社会适应之间关系的研究。研究指出与母亲温柔敏感的表达不同，父亲在儿童教养上扮演的是挑战性的角色，鼓励孩子做竞争性运动，让孩子感受到刺激和挑战，促使儿童在不熟悉的情境中勇敢去探索世界、解决问题、承担未来的社会风险。正是由于父母教养方式的差异，父亲教养方式、学龄前儿童的执行功能与学龄前儿童的社会适应的关系有待深入研究，同时本研究还探讨儿童性别在其中发挥的作用。 本研究选取内蒙古、山东、北京、河北地区幼儿园3-6岁儿童及其父亲为研究对象，收集了306份问卷调查、197份儿童执行功能测验和60位父亲教养方式访谈数据。各变量的选取以父亲教养方式为自变量，学龄前儿童社会适应为因变量，学龄前儿童执行功能作为中介变量，儿童性别为调节变量。研究一对父亲教养方式、学龄前儿童执行功能及社会适应进行问卷调查;研究二从研究一被试中征集其子女做执行功能的测验，收集到的相关数据与其对应家长填写的教养问卷及学前儿童社会适应问卷数据进行量化分析;研究三与研究一被试中选取部分父亲进行访谈，通过研究一和研究二的量化分析数据和研究三的质性分析访谈文本，得出以下研究结果: (1）父亲专制型教养方式与学龄前儿童社会适应困难呈正相关;父亲权威型教养方式与学龄前儿童社会适应困难呈负相关。权威型父亲尊重孩子，给予民主参与权利，有利于提高儿童社会适应能力;而专制型父亲干涉过多、惩罚过于严厉，导致儿童更容易出现社会适应困难。 (2)儿童执行功能在父亲教养方式与学龄前儿童社会适应困难之间发挥部分中介作用。父亲教养方式不仅可以直接预测学龄前儿童的社会适应困难，还可通过执行功能的中介作用，间接预测学龄前儿童的社会适应困难。 (3)儿童性别能调节父亲权威型教养方式影响学龄前儿童社会适应困难的关系，对女童影响更为明显，但对男童产生的影响不显著;在父亲权威型教养方式的影响下，儿童性别调节执行功能影响学龄前儿童社会适应困难的关系，男童受到的影响大于女童。 (4)儿童性别是否能调节父亲专制型教养方式影响学龄前儿童社会适应困难的关系，本研究得到的结果不一致，研究一显示专制型父亲对男童社会适应困难的影响大于对女童的影响，但研究二显示儿童性别不调节这一关系。 基于上述的研究结果，本研究得出以下研究结论:父亲教养方式跟学龄前儿童社会适应显著相关，父亲教养方式通过影响儿童执行功能来影响学龄前儿童社会适应，这种中介作用又受到儿童性别的调节，体现在父亲教养方式与学龄前儿童社会适应关系及执行功能与学龄前儿童社会适应的关系上。本研究补充了有关父亲教养方式、儿童社会适应、儿童执行功能关系的文献研究，为指导父亲调整养育子女方式以便更好地让孩子拥有良好的社会适应能力给出理论参考和实证模板。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45138]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 林丽瑄. 父亲教养方式与学龄前儿童社会适应的关系—执行功能的中介作用和儿童性别的调节作用[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
浏览0
下载0
收藏0
其他版本
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。