Tony Xing Tan, Joy Huanhuan Wang, Yi Zhou, Yaxuan Deng
{"title":"幼儿学业前和社交技能:父母控制点与儿童多动症行为的作用","authors":"Tony Xing Tan, Joy Huanhuan Wang, Yi Zhou, Yaxuan Deng","doi":"10.1080/03054985.2023.2268517","DOIUrl":null,"url":null,"abstract":"ABSTRACTOur study examined young children’s pre-academic and social skills in relation to parental locus of control and children’s behaviours of ADHD. The participants were parents of 1,502 children from four Chinese kindergartens (Mage = 4.59, SD = 0.93; Girls: 51.40%). Data on six domains of children’s pre-academic and social skills, parental external and internal locus of control, and children’s inattention and hyperactivity/impulsivity were obtained with the Early Learning and Development for Children Aged 3 to 6 years, the Parental Locus of Control scale, and the ADHD Rating Scale-IV Preschool Home Version respectively. Hierarchical regression results showed that controlling for other variables, higher scores in parental external locus of control and child inattention behaviours significantly predicted lower scores in all six domains, while higher scores in internal locus of control and child hyperactivity/impulsivity behaviours predicted higher scores in all six domains (R2 ranged from 18.0% to 47.0%). Noticeably, parental locus of control explained a smaller amount of the variance (1.0–5.0%) than behaviours of ADHD (5.0–11.0%) in the children’s outcomes.KEYWORDS: Preschool childrenADHDlocus of controlpre-academic skillssocial skills Disclosure statementNo potential conflict of interest was reported by the authors.Data availability statementData are available from the first author upon request.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/03054985.2023.2268517.Additional informationNotes on contributorsTony Xing TanTony Xing Tan is a Professor of Educational Psychology at the University of South Florida. He was trained in Human Development and Psychology at Harvard Graduate School of Education, Cambridge, MA, USA.Joy Huanhuan WangJoy Huanhuan Wang is an Assistant Professor of School Psychology at Texas Tech University. She was trained in School Psychology at the College of Education, the University of South Florida, Tampa, FL, USA.Yi ZhouYi Zhou was trained in Early Childhood Education at Harvard Graduate School of Education, Cambridge, MA, USA.Yaxuan DengYaxuan Deng studies Statistics and Data Science at the Southern University of Science and Technology, Shenzhen, China","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Young children’s pre-academic and social skills: role of parents’ locus of control and children’s ADHD behaviours\",\"authors\":\"Tony Xing Tan, Joy Huanhuan Wang, Yi Zhou, Yaxuan Deng\",\"doi\":\"10.1080/03054985.2023.2268517\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACTOur study examined young children’s pre-academic and social skills in relation to parental locus of control and children’s behaviours of ADHD. The participants were parents of 1,502 children from four Chinese kindergartens (Mage = 4.59, SD = 0.93; Girls: 51.40%). Data on six domains of children’s pre-academic and social skills, parental external and internal locus of control, and children’s inattention and hyperactivity/impulsivity were obtained with the Early Learning and Development for Children Aged 3 to 6 years, the Parental Locus of Control scale, and the ADHD Rating Scale-IV Preschool Home Version respectively. Hierarchical regression results showed that controlling for other variables, higher scores in parental external locus of control and child inattention behaviours significantly predicted lower scores in all six domains, while higher scores in internal locus of control and child hyperactivity/impulsivity behaviours predicted higher scores in all six domains (R2 ranged from 18.0% to 47.0%). Noticeably, parental locus of control explained a smaller amount of the variance (1.0–5.0%) than behaviours of ADHD (5.0–11.0%) in the children’s outcomes.KEYWORDS: Preschool childrenADHDlocus of controlpre-academic skillssocial skills Disclosure statementNo potential conflict of interest was reported by the authors.Data availability statementData are available from the first author upon request.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/03054985.2023.2268517.Additional informationNotes on contributorsTony Xing TanTony Xing Tan is a Professor of Educational Psychology at the University of South Florida. He was trained in Human Development and Psychology at Harvard Graduate School of Education, Cambridge, MA, USA.Joy Huanhuan WangJoy Huanhuan Wang is an Assistant Professor of School Psychology at Texas Tech University. 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Young children’s pre-academic and social skills: role of parents’ locus of control and children’s ADHD behaviours
ABSTRACTOur study examined young children’s pre-academic and social skills in relation to parental locus of control and children’s behaviours of ADHD. The participants were parents of 1,502 children from four Chinese kindergartens (Mage = 4.59, SD = 0.93; Girls: 51.40%). Data on six domains of children’s pre-academic and social skills, parental external and internal locus of control, and children’s inattention and hyperactivity/impulsivity were obtained with the Early Learning and Development for Children Aged 3 to 6 years, the Parental Locus of Control scale, and the ADHD Rating Scale-IV Preschool Home Version respectively. Hierarchical regression results showed that controlling for other variables, higher scores in parental external locus of control and child inattention behaviours significantly predicted lower scores in all six domains, while higher scores in internal locus of control and child hyperactivity/impulsivity behaviours predicted higher scores in all six domains (R2 ranged from 18.0% to 47.0%). Noticeably, parental locus of control explained a smaller amount of the variance (1.0–5.0%) than behaviours of ADHD (5.0–11.0%) in the children’s outcomes.KEYWORDS: Preschool childrenADHDlocus of controlpre-academic skillssocial skills Disclosure statementNo potential conflict of interest was reported by the authors.Data availability statementData are available from the first author upon request.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/03054985.2023.2268517.Additional informationNotes on contributorsTony Xing TanTony Xing Tan is a Professor of Educational Psychology at the University of South Florida. He was trained in Human Development and Psychology at Harvard Graduate School of Education, Cambridge, MA, USA.Joy Huanhuan WangJoy Huanhuan Wang is an Assistant Professor of School Psychology at Texas Tech University. She was trained in School Psychology at the College of Education, the University of South Florida, Tampa, FL, USA.Yi ZhouYi Zhou was trained in Early Childhood Education at Harvard Graduate School of Education, Cambridge, MA, USA.Yaxuan DengYaxuan Deng studies Statistics and Data Science at the Southern University of Science and Technology, Shenzhen, China
期刊介绍:
The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.