学龄前儿童情绪能力与家庭养育环境的相关性

夏小飞; WEIHui Suan; 黄波; 谢午阳; 王梁

doi:10.16835/j.cnki.1000-9817.2024013

学龄前儿童情绪能力与家庭养育环境的相关性

doi: 10.16835/j.cnki.1000-9817.2024013

夏小飞^{1, 2},
WEIHui Suan²,
黄波^1, ,,
谢午阳¹,
王梁³

1.
上饶师范学院体育学院，江西 334001
2.
马来西亚城市大学教育学院
3.
赣南医学院康复学院

基金项目:

江西省社会科学基金2021年青年项目 21TY19

详细信息

作者简介:
夏小飞(1991-)，男，江西上饶人，硕士，讲师，主要研究方向为儿童体质健康

通讯作者:
黄波，E-mail：731255924@qq.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: B844.1 G78 R179
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- 被引次数: 0
出版历程
- 收稿日期: 2023-07-31
- 修回日期: 2023-11-06
- 网络出版日期: 2024-03-02
- 刊出日期: 2024-02-25

Correlation analysis between preschool children's emotional competence and home-rearing environment

1.
School of Physical Education, Shangrao Normal University, Shangrao (334001), Jiangxi Province, China

摘要

摘要: 目的了解上饶市学龄前儿童情绪能力与家庭养育环境的相关性，为促进儿童情绪能力发展、改善家庭养育环境提供决策支持。方法于2022年12月采用分层整群随机抽样法，抽取上饶市10所幼儿园3~6岁儿童共1 242名进行回顾性调查研究，采用儿童情绪调节量表学前版(CEAS-P)、3~6岁儿童家庭养育环境量表对学龄前儿童家长进行问卷调查。采用t检验进行差异性检验，采用Spearman相关分析和多元线性回归对学龄前儿童情绪能力影响因素进行分析。结果学龄前儿童情绪能力得分在人口统计学指标年龄、户籍所在地、健康状况、是否独生子女上的差异均有统计学意义(F/t值分别为5.98，6.56，38.00，2.23，P值均 < 0.01)。学龄前儿童的情绪能力与家庭养育环境存在正相关(r=0.62，P＜0.01)。多元线性回归分析显示，家庭养育环境中活动多样性/游戏参与、社会适应/自我管理、情感温暖/自我表达是儿童情绪能力正向预测因素(β值为0.30，0.28，0.16)，忽视/干涉/惩罚为负向预测因素(β=-0.09)(P值均＜0.05)。结论家庭养育环境是学龄前儿童情绪能力的相关因素，可从丰富家庭活动和游戏、加强儿童的自我适应和管理、给予温暖和让儿童表达，减少对儿童忽视、干涉、惩罚等具体养育举措入手改善其情绪能力。
- 情绪 /
- 家庭 /
- 教育 /
- 环境 /
- 精神卫生 /
- 回归分析 /
- 儿童，学龄前
Abstract: Objective To analyze the correlation between preschool children's emotional competence and home-rearing environment in Shangrao City, so as to provide support for improving children's emotional competence development as well as their home-rearing environment. Methods A total of 1 242 children aged 3-6 years old from 10 kindergartens in Shangrao City were retrospectively investigated by stratified cluster random sampling method in December 2022, and the Children's Emotional Adjustment Scale-Preschool Version (CEAS-P) and the Home Nurture Environment Scale for children aged 3-6 were surveyed on parents of preschool children. The t-test was used to test the difference, Spearman correlation analysis and multiple linear regression were used to analyze the influencing factors of preschool children's emotional competence. Results There were significant differences in emotional competence scores of preschool children for demographic indicators including age, place of residence, health status and whether they were only children (F/t=5.98, 6.56, 38.00, 2.23, P < 0.01). The emotional competence of preschool children was positively correlated with the home-rearing environment (r=0.62, P < 0.01). Multiple linear regression analysis showed that diverse activities/play participation, social adaptation/self-management, and emotional warmth/self-expression in home-rearing environment were positive predictors of children's emotional ability (β=0.30, 0.28, 0.16), while neglect/intervention/punishment were negative predictors (β=-0.09)(P < 0.05). Conclusions The home-rearing environment is a factor related to young children's emotional competence. It is suggested specific parenting initiatives such as enriching family activities and play, strengthening children's self-adaptation and management, giving warmth and let children express emotions, and preventing child neglect, interference and punishment should be conducted to improve children's emotional competence.
- Emotions /
- Family /
- Education /
- Environment /
- Mental health /
- Regression analysis /
- Child, preschool
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表 1 不同人口统计学特征学龄前儿童情绪能力及各维度得分比较(x±s)

Table 1. Comparison of scores of emotional competence and various dimenssion in preschoolers with different demographic characteristics (x±s)

人口统计指标	选项	人数	统计值	脾气控制	社交自信	焦虑控制	情绪能力
性别	男	644		24.47±7.26	34.45±7.49	26.56±5.14	85.47±18.04
	女	598		24.83±6.74	34.82±7.56	26.74±5.04	86.39±17.57
			t值	-0.92	-0.86	-0.63	-0.91
			P值	0.36	0.39	0.53	0.37
年龄/岁	3~ < 4	379		23.75±6.84	33.48±7.39	26.17±4.98	83.40±17.51
	4~ < 5	435		24.61±7.23	34.94±7.54	26.88±5.27	86.43±18.38
	5~6	428		25.46±6.85	35.33±7.53	26.83±4.97	87.62±17.29
			F值	6.05	6.71	2.42	5.98
			P值	＜0.01	＜0.01	0.09	＜0.01
户籍所在地	城镇	679		25.73±7.17	35.74±7.41	27.43±5.04	88.89±17.77
	乡村	563		23.34±6.59	33.29±7.45	25.71±4.99	82.33±17.22
			t值	6.06	5.78	6.01	6.56
			P值	＜0.01	＜0.01	＜0.01	＜0.01
是否独生子女	是	278		25.10±7.42	35.58±7.83	27.34±5.11	88.01±18.43
	否	964		24.51±6.89	34.35±7.41	26.45±5.07	85.31±17.60
			t值	1.23	2.39	2.58	2.23
			P值	0.22	0.02	0.01	0.03
健康状况	很好	766		25.84±7.21	35.86±7.43	27.47±5.22	89.17±18.02
	好	324		23.07±6.25	33.24±7.31	25.63±4.57	81.94±16.16
	一般	152		21.97±6.12	31.38±7.01	24.64±4.51	77.99±15.94
			F值	31.81	31.33	29.72	38.00
			P值	＜0.01	＜0.01	＜0.01	＜0.01

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表 2 学龄前儿童情绪能力与家庭养育环境的相关性分析(r值，n=1 242)

Table 2. Correlation analysis between emotional competence and home-nurture environment in preschoolers (r, n=1 242)

变量	脾气控制	社交自信	焦虑控制	语言/认知	情感温暖/自我表达	社会适应/自我管理	忽视/干涉/惩罚	活动多样性/游戏参与
社交自信	0.67
焦虑控制	0.74	0.70
语言/认知	0.52	0.56	0.57
情感温暖/自我表达	0.50	0.53	0.58	0.81
社会适应/自我管理	0.56	0.56	0.58	0.83	0.83
忽视/干涉/惩罚	-0.16	-0.13	-0.07	-0.21	-0.30	-0.22
活动多样性/游戏参与	0.51	0.55	0.57	0.78	0.73	0.73	-0.13
环境气氛	0.46	0.47	0.50	0.75	0.68	0.68	-0.21	0.67
注：P值均 < 0.01。

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表 3 家庭养育环境对学龄前儿童情绪能力影响的多元线性回归分析(n=1 242)

Table 3. Multiple linear regression analysis of the effect of home-nurture environment on preschoolers' emotional competence (n=1 242)

模型	常数与自变量	B值	标准误	β值	t值	P值
模型1	常数	11.69	3.04		3.84	＜0.01
	社会适应/自我管理	0.84	0.10	0.33	8.10	＜0.01
	活动多样性/游戏参与	1.15	0.15	0.27	7.81	＜0.01
	忽视/干涉/惩罚	-0.21	0.05	-0.09	-4.02	＜0.01
	情感温暖/自我表达	0.42	0.15	0.12	2.76	0.01
	环境气氛	0.33	0.16	0.07	2.12	0.03
模型2	常数	14.71	3.79		3.89	＜0.01
	社会适应/自我管理	0.76	0.10	0.30	7.33	＜0.01
	活动多样性/游戏参与	1.19	0.14	0.28	8.62	＜0.01
	忽视/干涉/惩罚	-0.23	0.05	-0.09	-4.44	＜0.01
	情感温暖/自我表达	0.57	0.15	0.16	3.89	＜0.01

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