父母期望与幼儿语数能力、社会性的关系-有调节的中介模型
文献类型：学位论文
| 作者 | 李艳辉 |
| 答辩日期 | 2024-06 |
| 文献子类 | 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 | 陈祉妍 |
| 关键词 | 父母期望 语数能力 亲社会行为 教养行为 双减态度 |
| 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 parental expectations and preschool kids’ Literacy Numeracy 、 Sociality - a mediated model with regulation |
| 中文摘要 | Parents are particularly important for achieving their children's education goals, and they usually communicate in the form of parental expectations. Parental expectations contain not only parents' goals toward children’s growth but also their spiritual support for their children. Beyond that parents will offer corresponding practical support regarding to their expectations for their children. Previous studies have mostly focused on the effects of parental educational expectations on the academic performance of older kids, with little attention paid to the effects on the development of preschool children. The importance of kindergarten education for the development of children is understandable. However, as the first growing environment for children after birth, the participation of parents’ in education is crucial for the development of young children. In addition, since the China government had introduced the policy of ShuangJian in 2020, the educational philosophy has shifted from "academic first" to "people-centered philosophy". So, what is the relationship between parental expectations and the development of preschool children ? The study attempts to have parental expectations as the entry point to explore the relationship between it and the development of preschool children . The study proposes hypotheses based on ecosystem theory, family investment theory, and expectancy effect theory at first .A total of 549 parents from all around China completed 4 subscales which include parental expectation subscale , eHCi, Strengths and Difficulties Questionnaire、parenting behavior subscale and one question about parent’ s attitude to ShuangJian policy. Then the study establishes a structural equation model to verify whether there is a relationship between parental expectations and the Literacy Numeracy /sociality of pre-school children. And it also explores the mediating effect of parenting behavior between this two and the moderating effect of parental attitudes about ShuangJian on the mediator effect of parenting behavior. The main research findings are as follows: Firstly, the results of the structural equation model show that in the three dimensions of parenting behaviors(inductive reasoning, warmth, and hostility), p arental expectations can affect children's Literacy Numeracy through dimensions like inductive reasoning and warmth, respectively;on the other hand, parents e xpectation can affect the total score of children's difficulties and their prosocial behaviors through parenting behavior dimensions like inductive reasoning and warmth,and parents expectation can affect the total score of children's difficulties through parenting behavior hostility. Secondly when children's Literacy Numeracy as the dependent variable, the group comparison results show that parental attitudes towards ShuangJian can affect the relationship between parental expectations(independent variable) and p arenting (mediator) dimension of inductive reasoning.Specifically,when parents a re not worried about their children's academic development after ShuangJian, p arental expectations can positively predict inductive reasoning, then parental exp ectations can influence children's Literacy Numeracy through inductive reasonin g; When parents are concerned about their children's academic development aft er ShuangJian, their expectations cannot predict inductive reasoning, then their expectations cannot affect their children's Literacy Numeracy through inductive reasoning. Research conclusions: Parental expectations can affect the Literacy Numeracy and sociality of preschool children through parenting behaviors. Parental attitudes towards ShuangJian can affect the relationship between parental expectations and the parenting dimension of inductive reasoning(when children's Literacy Numeracy as the dependent variable). From the perspective of whole person development, this study explores the impact of parental expectations on the Literacy Numeracy and sociality of preschool children. In the context of the introduction of the ShuangJian policy in this new era, it is of great practical significance to explore whether parents' attitudes towards ShuangJian policy can affect children's development and what its impact is. |
| 英文摘要 | 父母是影响子女早期学业发展和心理健康发展的重要因素。父母期望是指父母对于孩子未来发展所抱持的希望和期待。父母期望不仅蕴含着父母对于孩子的成长要求和精神支持，还会通过实际支持行动实现对于孩子的期望。以往大多研究聚焦于父母教育期望对于高学龄段儿童学业表现的影响效应，对幼儿发展的影响关注甚少。家庭作为幼儿出生以后的第一成长环境场所，父母教养投入对于幼儿的发展至关重要。此外，2020 年双减政策出台以来，教育观从“学业至上” 转变为“育人为上”。那么，双减背景下的父母期望与幼儿发展尤其是幼儿语数能力关系如何？研究试图以双减背景下的父母期望为切入点，探讨其与幼儿发展 的关系。 研究基于生态系统理论、家庭投资理论、期待效应理论提出假设；采用父母期望量表、中国儿童能力指数（eHCi)、长处与困难量表、教养行为量表和双减态度问题对 549 位家长进行问卷调查；建立结构方程模型验证父母期望和幼儿语数能力和社会性之间的关系，并探究教养行为在两者之间的中介作用和父母双减态度对于教养行为中介效应的调节作用。主要研究结果如下： 第一：结构方程模型结果显示，父母期望能够通过教养行为说理和温暖两个分维度影响儿童语数能力，不能通过敌意影响儿童语数能力；另外，父母期望能够通过教养行为说理、温暖影响儿童困难总分和儿童亲社会行为，也能够通过敌意影响儿童困难总分。 第二：当因变量为幼儿语数能力时，群组比较结果显示父母双减态度能够影响自变量父母期望和中介变量教养行为说理的关系，具体如下：当父母不担心双减后孩子学业发展时，父母期望能正向预测说理，父母期望能够通过说理影响儿童语数能力；当父母担心双减后孩子学业发展时，父母期望不能预测说理，父母期望不能通过说理影响儿童语数能力。 研究结论：一方面，父母期望可以通过教养行为影响幼儿语数能力和社会性，当因变量为幼儿语数能力时，父母双减态度能够影响父母期望和教养行为说理的关系，具体而言，与担心双减群组相比较，不担心双减群组的父母期望更能显著预测教养行为说理；另一方面，与语数能力相比较，父母期望对幼儿社会性积极作用更大，首先，父母期望能够直接影响幼儿亲社会行为，另外，结构方程模型结果显示父母期望能够通过教养行为说理和温暖影响儿童困难总分和亲社会行为，也能够通过敌意影响儿童困难总分；父母期望只能够通过教养行为维度说理和温暖影响幼儿语数能力。 研究在“全人发展”的视角下，分别探讨了父母期望对幼儿语数能力和社会性的影响，并且在双减政策出台这一新时代背景下，探讨父母对于双减政策的态度是否能够影响幼儿发展以及如何影响极具现实意义。研究结果为双减政策有效性提供了数据支持。故在双减背景下，政府和有关部门需重视家庭教育，进一步提升父母对双减政策的认识；父母需及时调整家庭内部教养方式，以适应这一新的政策背景。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48314]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 李艳辉. 父母期望与幼儿语数能力、社会性的关系-有调节的中介模型[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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