“我们如何解决这个任务?”

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Kim Angeles Erdmann, Verena Clara Vetter, M. Schäferling, G. Reuner, S. Hertel
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引用次数: 1

摘要

摘要本研究考察了(a)在控制儿童认知发展、父母压力和社会经济地位的情况下,胎龄是否与父母支架(SCA)有关,以及(b) SCA如何与亲子解决问题的表现联系起来。样本包括142名两岁足月或早产儿(矫正年龄)的父母。在两个(随机分配的)解决问题任务中,父母的SCA在五个量表(SCA手段的使用、认知支持、元认知支持、转移或责任、应急管理)上进行了评分。结果表明,胎龄与父母责任转移和元认知支持呈正相关。然而,一旦控制了协变量,这种影响就会减弱。在问题解决绩效方面,父母的认知和元认知支持、责任转移和应急管理对问题解决绩效有直接影响。数据还证实了父母使用SCA手段对解决问题表现的间接影响,部分通过父母的认知支持介导。讨论了干预措施设计的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“How Do We Solve This Task?”
Abstract. The study examines (a) whether gestational age relates to parental scaffolding (SCA), when controlling for child cognitive development, parenting stress, and socioeconomic status, and (b) how SCA links to parent–child problem-solving performance. The sample included 142 parents with a full-term or preterm 2-year-old toddler (corrected age). Parents’ SCA during one of two (randomly assigned) problem-solving tasks was rated on five scales (use of SCA means, cognitive support, metacognitive support, transfer or responsibility, contingency management). The results suggest that gestational age is positively related to parents’ transfer of responsibility and metacognitive support. The effects decrease, however, once covariates are controlled for. Regarding the problem-solving performance, direct effects were observed from parents’ cognitive and metacognitive support, transfer of responsibility, and contingency management. The data also confirm an indirect effect of parents’ use of SCA means on the problem-solving performance, partially mediated via parents’ cognitive support. Implications for the design of interventions are discussed.
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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