心理发展与教育
心理髮展與教育
심리발전여교육
Psychological Development and Education
2013年
1期
38~45
,共null页
刘丽莎 李燕芳 吕莹 李艳玮
劉麗莎 李燕芳 呂瑩 李豔瑋
류려사 리연방 려형 리염위
父亲参与教养时间 父亲积极教养行为 早期社会技能 学前儿童
父親參與教養時間 父親積極教養行為 早期社會技能 學前兒童
부친삼여교양시간 부친적겁교양행위 조기사회기능 학전인동
father's time with child; paternal positive parenting behaviors; early social skills; preschooler
作为孩子成长的关键人物之一,父亲对儿童早期的社会性发展具有重要作用。本研究以184名学前中班儿童及其父母为被试,考察父亲参与教养的量(参与教养的时间)和质(积极教养行为)对儿童早期社会技能的作用。结果发现:(1)控制母亲积极教养行为以后,父亲参与教养时间仍显著预测儿童的社会技能,父亲积极教养行为的预测作用不再显著。(2)控制母亲积极教养行为后,父亲参与教养时间显著预测女孩的合作性、责任感、自我控制及总体社会技能,边缘显著预测男孩的主张性;父亲积极教养行为边缘显著预测男孩的主张性,对女孩各项社会技能的预测均不显著。(3)父亲参与教养时间显著预测母亲积极教养水平低组儿童的合作性、主张性、责任感、自我控制及总体社会技能,父亲积极教养行为边缘显著预测母亲积极教养低组儿童的合作性和总体社会技能。表明父亲参与教养对母亲消极教养具有缓冲作用,其中父亲参与教养时间的缓冲效应更明显。
作為孩子成長的關鍵人物之一,父親對兒童早期的社會性髮展具有重要作用。本研究以184名學前中班兒童及其父母為被試,攷察父親參與教養的量(參與教養的時間)和質(積極教養行為)對兒童早期社會技能的作用。結果髮現:(1)控製母親積極教養行為以後,父親參與教養時間仍顯著預測兒童的社會技能,父親積極教養行為的預測作用不再顯著。(2)控製母親積極教養行為後,父親參與教養時間顯著預測女孩的閤作性、責任感、自我控製及總體社會技能,邊緣顯著預測男孩的主張性;父親積極教養行為邊緣顯著預測男孩的主張性,對女孩各項社會技能的預測均不顯著。(3)父親參與教養時間顯著預測母親積極教養水平低組兒童的閤作性、主張性、責任感、自我控製及總體社會技能,父親積極教養行為邊緣顯著預測母親積極教養低組兒童的閤作性和總體社會技能。錶明父親參與教養對母親消極教養具有緩遲作用,其中父親參與教養時間的緩遲效應更明顯。
작위해자성장적관건인물지일,부친대인동조기적사회성발전구유중요작용。본연구이184명학전중반인동급기부모위피시,고찰부친삼여교양적량(삼여교양적시간)화질(적겁교양행위)대인동조기사회기능적작용。결과발현:(1)공제모친적겁교양행위이후,부친삼여교양시간잉현저예측인동적사회기능,부친적겁교양행위적예측작용불재현저。(2)공제모친적겁교양행위후,부친삼여교양시간현저예측녀해적합작성、책임감、자아공제급총체사회기능,변연현저예측남해적주장성;부친적겁교양행위변연현저예측남해적주장성,대녀해각항사회기능적예측균불현저。(3)부친삼여교양시간현저예측모친적겁교양수평저조인동적합작성、주장성、책임감、자아공제급총체사회기능,부친적겁교양행위변연현저예측모친적겁교양저조인동적합작성화총체사회기능。표명부친삼여교양대모친소겁교양구유완충작용,기중부친삼여교양시간적완충효응경명현。
Compared with mother, father play specific role on children's early social development. With 184 preschoolers aged about 60 months and their parents as the subjects, the present study investigated the impacts of quantity (father' s time with child) and quality ( positive parenting behaviors) of father' s involvement on children' s early social skills. Results showed that: ( 1 ) After controlling mother' s positive behaviors, father' s time with child still significantly predicted children's social skills, while paternal positive parenting behaviors did not. (2) After controlling for mother, father' s time with child positively predicted girl' s cooperation, responsibility, self-control and general social skills, while predicted boy' s assertion marginal significantly. Paternal positive behaviors marginal positively predicted boy' s assertion only. (3) Father' s time with child predicted cooperation, assertion, responsibility, self-control and general social skills, and positive parenting behavior predicted cooperation and general social skills marginal significantly only when mother' s positive parenting was lower than average, which indicated that father' s involvement could buffer children' s social skills against mother' s inactive parenting.