{"title":"父母自我效能感对亲子日常沟通、儿童问题行为与亲子关系的影响","authors":"Keiko K. Fujisawa , Kayo Nozaki , Michio Naoi , Chizuru Shikishima , Hideo Akabayashi","doi":"10.1016/j.ecresq.2025.05.001","DOIUrl":null,"url":null,"abstract":"<div><div>This study investigated the role that daily communication between parents and teachers in childcare centers plays in enhancing parental self-efficacy, which in turn decreases the child’s problem behaviors and improves the parent–child relationship. The data were drawn from 239 children (boys: <em>N</em> = 141; girls: <em>N</em> = 98; mean (<em>SD</em>) age = 4.95 (0.99) years) in formal childcare settings from the Japan Child Panel Survey-Preschool Survey. The results showed that daily communication between parents and teachers was positively related to parental self-efficacy, which was negatively related to child’s problem behaviors and the conflictive parent–child relationship. Mediation analysis showed that parental self-efficacy mediated the association between parent–teacher communication and child’s outcome and parent–child relationship. Furthermore, the association between parent–teacher communication and parental self-efficacy was moderated by socioeconomic status (SES), suggesting that higher-SES parents benefited more from daily parent–teacher communication compared with lower-SES parents. Child’s daily experiences at childcare centers were not related to parental self-efficacy or any other outcomes. These findings suggest that daily communication between parents and teachers in childcare centers plays an indispensable role in supporting parents, which ultimately leads to positive child development and family well-being.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 361-370"},"PeriodicalIF":3.2000,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Associations between daily parent–teacher communication, child’s problem behavior, and parent–child relationship mediated by parental self-efficacy\",\"authors\":\"Keiko K. Fujisawa , Kayo Nozaki , Michio Naoi , Chizuru Shikishima , Hideo Akabayashi\",\"doi\":\"10.1016/j.ecresq.2025.05.001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This study investigated the role that daily communication between parents and teachers in childcare centers plays in enhancing parental self-efficacy, which in turn decreases the child’s problem behaviors and improves the parent–child relationship. The data were drawn from 239 children (boys: <em>N</em> = 141; girls: <em>N</em> = 98; mean (<em>SD</em>) age = 4.95 (0.99) years) in formal childcare settings from the Japan Child Panel Survey-Preschool Survey. The results showed that daily communication between parents and teachers was positively related to parental self-efficacy, which was negatively related to child’s problem behaviors and the conflictive parent–child relationship. Mediation analysis showed that parental self-efficacy mediated the association between parent–teacher communication and child’s outcome and parent–child relationship. Furthermore, the association between parent–teacher communication and parental self-efficacy was moderated by socioeconomic status (SES), suggesting that higher-SES parents benefited more from daily parent–teacher communication compared with lower-SES parents. Child’s daily experiences at childcare centers were not related to parental self-efficacy or any other outcomes. These findings suggest that daily communication between parents and teachers in childcare centers plays an indispensable role in supporting parents, which ultimately leads to positive child development and family well-being.</div></div>\",\"PeriodicalId\":48348,\"journal\":{\"name\":\"Early Childhood Research Quarterly\",\"volume\":\"72 \",\"pages\":\"Pages 361-370\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2025-05-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Research Quarterly\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0885200625000444\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Research Quarterly","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885200625000444","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Associations between daily parent–teacher communication, child’s problem behavior, and parent–child relationship mediated by parental self-efficacy
This study investigated the role that daily communication between parents and teachers in childcare centers plays in enhancing parental self-efficacy, which in turn decreases the child’s problem behaviors and improves the parent–child relationship. The data were drawn from 239 children (boys: N = 141; girls: N = 98; mean (SD) age = 4.95 (0.99) years) in formal childcare settings from the Japan Child Panel Survey-Preschool Survey. The results showed that daily communication between parents and teachers was positively related to parental self-efficacy, which was negatively related to child’s problem behaviors and the conflictive parent–child relationship. Mediation analysis showed that parental self-efficacy mediated the association between parent–teacher communication and child’s outcome and parent–child relationship. Furthermore, the association between parent–teacher communication and parental self-efficacy was moderated by socioeconomic status (SES), suggesting that higher-SES parents benefited more from daily parent–teacher communication compared with lower-SES parents. Child’s daily experiences at childcare centers were not related to parental self-efficacy or any other outcomes. These findings suggest that daily communication between parents and teachers in childcare centers plays an indispensable role in supporting parents, which ultimately leads to positive child development and family well-being.
期刊介绍:
For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.