养育子女的自我效能感对师生关系和家长与教师沟通的作用:来自澳大利亚全国纵向研究的证据

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Tianyi Ma, Cassandra L. Tellegen, Matthew R. Sanders
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引用次数: 0

摘要

高质量的师生关系和家长与教师之间的沟通对儿童的幸福和学校功能的发挥大有裨益。然而,还需要更多的研究来了解养育自我效能感如何影响这些关系。这项跨序列研究调查了养育自我效能感与师生关系和亲师沟通的直接关联,以及潜在的中介途径。本研究的样本包括参加澳大利亚儿童纵向研究(LSAC)的 8152 名儿童,这是一项具有全国代表性的大型研究,样本来自相隔 4 年的两批儿童。我们使用了在参与研究的儿童 6 岁、8 岁和 10 岁时分三次收集的数据。我们使用结构方程模型对一个面板模型进行了检验,该模型包括家长报告的养育自我效能和家长与教师的沟通质量,以及教师报告的师生关系、儿童行为困难和儿童在学校的亲社会行为。交叉滞后回归表明,基线养育自我效能感与两年后的师生关系和亲师沟通质量直接正相关。儿童在校行为被确定为父母养育自我效能感和师生关系之间的中介途径。在两个波次(第 6-8 波次和第 8-10 波次)中发现了相同的模式。观察到的儿童性别、父母性别或队列差异有限。目前的研究结果初步证明,养育自我效能感可能会对学校相关因素产生溢出效应。这些发现对亲职教育和学校研究人员以及儿童心理健康从业人员都有意义,因为提高亲职教育自我效能感的一个重要途径就是开展循证亲职教育项目。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The role of parenting self-efficacy on teacher-child relationships and parent-teacher communication: Evidence from an Australian national longitudinal study

High-quality teacher-child relationships and parent-teacher communications have substantial benefits to children's well-being and school functioning. However, more research is needed to understand how parenting self-efficacy influences these relationships. This cross-sequential study investigated the direct associations of parenting self-efficacy with the teacher-child relationship and parent-teacher communication, as well as potential mediation pathways. The present study included a sample of 8152 children who participated in the Longitudinal Study of Australian Children (LSAC), a large study with a nationally representative sample of children from two cohorts who were 4 years apart. We used data collected in three waves when participating children were ages 6 years, 8 years, and 10 years. Structural equation modeling was used to test a panel model with parent-reported parenting self-efficacy and parent-teacher communication quality, as well as teacher-reported teacher-child relationship, child behavior difficulties, and child prosocial behaviors at school. Cross-lagged regressions demonstrated that baseline parenting self-efficacy directly and positively linked with the quality of teacher-child relationship and parent-teacher communication 2 years later. Child behavior at school was identified as a mediation pathway between parenting self-efficacy and teacher-child relationship. The same patterns were identified in two waves (Waves 6–8 and Waves 8–10). Limited child gender, parent gender, or cohort differences were observed. The current findings provide initial support that parenting self-efficacy may have spillover effects on school-related factors. The findings have implications both for parenting and school researchers and for child mental health practitioners because one important way to promote parenting self-efficacy is through evidence-based parenting programs.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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