自我调节在秘鲁学龄前儿童父母行为与早期数学发展关系中的中介作用

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
Martín Malaspina, Lupe García Ampudia
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引用次数: 0

摘要

在分析学校表现不足(一个已知的问题,尤其是数学问题)方面,一个重要的方法是深入研究儿童在童年早期对非正式数学的发展,从而有更好的因素以更及时、有效的方式进行干预。从这个角度来看,本研究分析了养育行为和早期数学之间的关系如何通过儿童自我调节的发展来调节。这项研究的样本是85名5至6岁的学生,他们在利马的两所公立学校上学前班的最后一年。使用的工具是西班牙语翻译的《早期数学能力测试-3》、《头-脚趾-膝盖-肩膀任务》和《父母行为量表》。主要结果表明,儿童的自我调节及其照顾者的养育行为是早期数学发展的重要预测变量。具体而言,研究结果表明,儿童的自我调节可以显著调节父母行为的支持/参与维度与学前儿童早期数学发展之间的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Mediating Role of Self-Regulation in the Relationship between Parenting Behaviors and Early Mathematical Development in Peruvian Preschool Children
A significant way to contribute in the analysis of deficiencies in school performance, a known issue particularly in mathematics, is by delving into children’s development of informal mathematics during their early childhood, and thus have better elements to intervene in a more timely, effective manner. From this point of view, this study analyzes how the relationship between parenting behavior and early mathematics can be mediated by the development of self-regulation in children. The sample of the study is made of 85 students, between 5 and 6 years old, who are in their last year of preschool in two public schools in Lima. The instruments used are the Spanish translations of the Test of Early Mathematics Ability - 3, Head-Toes-Knees-Shoulders task and Parent Behavior Inventory. The main results show that self-regulation in children and their caregivers’ parenting behavior are significant predicting variables in early mathematical development. Specifically, the findings suggest that self-regulation in children can significantly mediate the relationship between the dimension of support/engagement in parenting behavior and the development of early mathematics in children during preschool.
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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