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

IF 3.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Keiko K. Fujisawa , Kayo Nozaki , Michio Naoi , Chizuru Shikishima , Hideo Akabayashi
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引用次数: 0

摘要

本研究旨在探讨幼儿中心家长与教师的日常沟通对提高家长自我效能感的作用,进而减少幼儿的问题行为,改善亲子关系。数据来自239名儿童(男孩:N = 141;女孩:N = 98;平均(SD)年龄= 4.95(0.99)岁,来自日本儿童小组调查-学前调查。结果显示,父母与教师的日常沟通与父母自我效能感呈正相关,与孩子的问题行为和冲突亲子关系呈负相关。中介分析显示,父母自我效能感在亲子沟通对孩子结果和亲子关系的影响中起中介作用。此外,父母与教师日常沟通对父母自我效能感的影响受社会经济地位的调节,表明社会经济地位高的父母比社会经济地位低的父母从日常父母与教师的沟通中获益更多。儿童在托儿中心的日常经历与父母的自我效能感或任何其他结果无关。这些研究结果表明,在托儿中心,父母和老师之间的日常沟通在支持父母方面发挥着不可或缺的作用,最终导致儿童的积极发展和家庭幸福。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
CiteScore
7.00
自引率
8.10%
发文量
109
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.
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