教育与新教育:在学前教育中研究拉丁裔父母压力因素和父母参与

Agustina Bertone, Erin Dowdy, Madeline Spiess
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摘要

本研究试图了解拉丁裔父母的压力因素,因为它们与三种类型的父母参与(PE;学前教育(基础教育、学校参与和补充教育)。压力以全球压力和跨文化压力(英语能力压力和跨文化压力)的形式进行研究。参加“启智计划”的孩子的西班牙语和英语拉丁裔父母(N = 189)完成了自我报告调查。层次线性回归结果表明,整体压力对基础教育和补充教育的影响显著,对学校参与行为的影响不显著。英语能力压力不能显著预测任何类型的体育,而文化适应压力只能显著预测补充教育行为。研究结果对学龄前儿童的拉丁裔父母发展家庭-学校伙伴关系具有启示意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Educando a Nuestros Hijos: Examining Latinx Parental Stress Factors and Parental Engagement in Head Start Preschools
This study sought to understand Latinx parental stress factors as they relate to three types of parental engagement (PE; foundational education, school participation, and supplemental education) in preschool. Stress was examined in the form of global stress and acculturative stress (English competence pressure and pressure to acculturate). Spanish- and English-speaking Latinx parents ( N = 189) of children enrolled in Head Start completed self-report surveys. Hierarchical linear regression results demonstrated that global stress significantly predicted foundational education and supplemental education, but not school participation behaviors. English competence pressure did not significantly predict any type of PE and pressure to acculturate only significantly predicted supplemental education behaviors. Findings have implications for developing family-school partnerships with Latinx parents of preschool children.
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