Linking parents’ play strategies with their preschoolers’ STEM skills: The mediating roles of child STEM talk and self-regulated learning

IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Morgan D. Mannweiler, Karen L. Bierman, Lynn S. Liben
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引用次数: 0

Abstract

Previous studies document associations between parents’ use of guided-play strategies and children’s STEM (science, technology, engineering, and math) skills. We extend existing research by exploring mediating mechanisms that may account for these links. Parents played with their preschool children (N = 75; 49% girls and 51% boys; 94% White, 3% Black, 1% biracial, 1% Asian, and 1% Native American; Mage = 4.82 years) in undertaking a building challenge. Videotaped play was coded for parents’ guiding STEM talk (density of math, spatial, and scientific inquiry language) and management strategy (high vs. low directiveness). Mediators included children’s STEM talk during play and self-regulated learning (assessed by executive function tests and examiner’s ratings of children’s task orientation). Structural equation models confirmed hypothesized mediated paths from parent STEM talk to child math (but not spatial) skills via child STEM talk and from parent STEM talk and directiveness to child math and spatial skills via child self-regulated learning. We discuss implications for future research and intervention design.
将父母的游戏策略与学龄前儿童的 STEM 技能联系起来:儿童 STEM 谈话和自我调节学习的中介作用。
以往的研究记录了父母使用引导式游戏策略与儿童 STEM(科学、技术、工程和数学)技能之间的联系。我们对现有研究进行了扩展,探索了这些联系的中介机制。父母与他们的学龄前儿童(人数=75;49%为女孩,51%为男孩;94%为白人,3%为黑人,1%为双种族,1%为亚裔,1%为美洲原住民;年龄=4.82岁)一起进行了一项建筑挑战。对录像游戏进行了编码,以反映父母的 STEM 指导性谈话(数学、空间和科学探究语言的密度)和管理策略(高指导性与低指导性)。调节因素包括儿童在游戏过程中的 STEM 谈话和自我调节学习(通过执行功能测试和考官对儿童任务取向的评分进行评估)。结构方程模型证实了假设的中介路径,即从家长的 STEM 谈话到儿童的数学(但不是空间)技能(通过儿童的 STEM 谈话),以及从家长的 STEM 谈话和指导性到儿童的数学和空间技能(通过儿童的自我调节学习)。我们讨论了未来研究和干预设计的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.50
自引率
7.70%
发文量
190
期刊介绍: The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.
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