成都地区母亲教养方式与学龄前儿童生活质量的关联

李春荣; 罗胜钰; 林莉; 陈维清; 任妍; 张梦; 郭雅伟

doi:10.16835/j.cnki.1000-9817.2023.01.018

成都地区母亲教养方式与学龄前儿童生活质量的关联

doi: 10.16835/j.cnki.1000-9817.2023.01.018

1.
四川省成都市妇女儿童中心医院保健部，611731
2.
中山大学公共卫生学院

基金项目:

国家自然科学基金项目 82204069

成都市科技局重大科技应用示范项目 2019-YF09-00240-SN

中山大学中央高校基本科研业务费专项资金资助 22qntd4201

详细信息

作者简介:
李春荣(1977-), 女, 四川成都人, 博士, 主任医师, 主要研究方向为妇幼群体保健和健康行为促进

通讯作者:
郭雅伟, E-mail: guoyw23@mail.sysu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G78 R179 G627.8
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出版历程
- 收稿日期: 2022-06-21
- 修回日期: 2022-10-26
- 网络出版日期: 2023-02-06
- 刊出日期: 2023-01-25

Associations between maternal parenting styles and preschool children's quality of life in Chengdu

1.
Health Care Department, Chengdu Women's and Children's Central Hospital, Chengdu (611731), China

摘要

摘要: 目的分析母亲教养方式与学龄前儿童生活质量的关联，为推进生命早期健康的干预措施提供科学理论依据。方法采用分层整群抽样的方法，于2021年5—7月在成都市选取14所幼儿园4 233名学龄前儿童及其母亲参与本项研究。利用在线问卷调查研究对象的一般情况、母亲教养方式及儿童的生活质量。结果成都地区学龄前儿童总体生活质量得分为(80.17 ± 9.81)分。多因素线性回归分析显示，母亲情感温暖得分与学龄前儿童的情感功能、社交功能、学校功能、心理社会功能和总体生活质量评分呈正相关(β_高分组值分别为2.63，4.95，12.05，6.54，4.88，P值均 < 0.05)。母亲拒绝和过度保护的教养方式则与学龄前儿童生活质量各维度(生理功能、情感功能、社交功能、学校功能)及总分(心理社会功能和总体生活质量)呈负相关(拒绝高分组：β值分别为-9.39，-10.82，-7.12，-6.04，-8.00，-8.35；过度保护高分组：β值分别为-6.71，-5.85，-3.08，-2.39，-3.77，-4.51，P值均 < 0.05)。母亲高水平的拒绝教养方式与儿童情感功能的关联在性别间差异有统计学意义(β=-3.23，P < 0.05)。结论母亲教养方式是影响学龄前儿童生活质量的重要因素，开展针对性的干预有利于提高学龄前儿童的生活质量。
- 教育 /
- 母亲 /
- 生活质量 /
- 回归分析 /
- 精神卫生 /
- 儿童, 学龄前
Abstract: Objective To investigate the association between maternal parenting styles and quality of life among preschools, to provide a scientific theoretical basis for interventions targeting at prmoting early-life health. Methods From May to July, 2021, a stratified cluster sampling method was used to enroll 4 233 child-mother dyads from 14 preschools in Chengdu. An online questionnaire survey was administered to collect socio-demographic information, maternal parenting styles, and children's quality of life. Results The overall score of quality of life was (80.17±9.81) among preschool children in Chengdu. In the multivariate linear regression models, maternal emotional warmth were significantly associated with higher scores in emotional functioning, social functioning, school functioning, psychosocial health summary score, and total scores (β coefficients in the high-level group were 2.63, 4.95, 12.05, 6.54, 4.88, P < 0.05). In contrast, both maternal rejection and overprotection were significantly associated with lower scores in physical functioning, emotional functioning, social functioning, school functioning, psychosocial health summary score, and the total scores of children's quality of life (for rejection: β coefficients in the high-level group were -9.39, -10.82, -7.12, -6.04, -8.00, and -8.35, respectively; for overprotection: β coefficients in the high-level group were -6.71, -5.85, -3.08, -2.39, -3.77, and -4.51, respectively, P < 0.05). The associations between high level of maternal rejection and children's emotional functioning showed significant gender differences(β=-3.23, P < 0.05). Conclusion Maternal parenting style has a significant impact on children's quality of life. Interventions targeting at maternal parenting styles may be beneficial to improve the quality of life in preschool children.
- Education /
- Mothers /
- Quality of life /
- Regression analysis /
- Mental health /
- Child, preschool
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表 1 母亲不同教养方式与学龄前儿童生活质量得分的关联[β值(β值95%CI)，n=4 233]

Table 1. The associations between maternal parenting styles and preschool children's quality of life[β(β 95%CI), n=4 233]

教养方式	选项	生理功能	情感功能	社交功能	学校功能	心理社会功能总分	生活质量总分
情感温暖	中	-1.01(-2.70~0.68)	-0.75(-1.87~0.38)	1.86(0.89~2.83)^*	6.08(4.85~7.31)^*	2.40(1.62~3.17)^*	1.54(0.73~2.35)^*
	高	-0.13(-2.17~1.92)	2.63(1.26~3.99)^*	4.95(3.78~6.12)^*	12.05(10.56~13.55)^*	6.54(5.61~7.48)^*	4.88(3.89~5.86)^*
拒绝	中	-4.19(-5.56~-2.81)^*	-4.17(-5.07~-3.28)^*	-2.97(-3.75~-2.18)^*	-3.06(-4.09~-2.02)^*	-3.40(-4.02~-2.78)^*	-3.60(-4.24~-2.95)^*
	高	-9.39(-11.04~-7.74)^*	-10.82(-11.89~-9.75)^*	-7.12(-8.07~-6.18)^*	-6.04(-7.29~-4.80)^*	-8.00(-8.74~-7.25)^*	-8.35(-9.12~-7.57)^*
过度保护	中	-3.85(-5.34~-2.36)^*	-3.46(-4.46~-2.47)^*	-1.75(-2.61~-0.88)^*	-2.13(-3.26~-1.01)^*	-2.45(-3.14~-1.75)^*	-2.80(-3.52~-2.08)^*
	高	-6.71(-8.44~-4.97)^*	-5.85(-7.01~-4.69)^*	-3.08(-4.09~-2.07)^*	-2.39(-3.70~-1.08)^*	-3.77(-4.58~-2.96)^*	-4.51(-5.34~-3.67)^*
注： *P < 0.05；教养方式各组均以低分组为参照组。

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表 2 母亲不同教养方式与男童生活质量得分的关联[β值(β值95%CI)，n=2 188]

Table 2. The associations between maternal parenting styles and boys' quality of life[β(β 95%CI), n=2 188]

教养方式	选项	生理功能	情感功能	社交功能	学校功能	心理社会功能总分	生活质量总分
情感温暖	中	-1.06(-3.44~1.33)	-0.73(-2.24~0.78)	2.14(0.79~3.49)^*	5.17(3.47~6.87)^*	2.19(1.14~3.25)^*	1.38(0.26~2.50)^*
	高	1.32(-1.59~4.24)	2.91(1.06~4.75)^*	5.63(3.98~7.27)^*	11.66(9.58~13.74)^*	6.73(5.44~8.02)^*	5.38(4.01~6.75)^*
拒绝	中	-3.72(-5.69~-1.75)^*	-3.64(-4.87~-2.42)^*	-2.75(-3.87~-1.64)^*	-2.79(-4.23~-1.34)^*	-3.06(-3.93~-2.19)^*	-3.23(-4.14~-2.31)^*
	高	-9.32(-11.64~-7.00)^*	-9.35(-10.80~-7.91)^*	-7.04(-8.35~-5.73)^*	-6.11(-7.81~-4.40)^*	-7.50(-8.52~-6.48)^*	-7.96(-9.03~-6.88)^*
过度保护	中	-4.27(-6.36~-2.18)^*	-3.73(-5.05~-2.41)^*	-1.79(-2.99~-0.59)^*	-1.59(-3.41~0.22)	-2.40(-3.35~-1.45)^*	-2.87(-3.86~-1.87)^*
	高	-5.51(-7.98~-3.03)^*	-5.41(-6.97~-3.84)^*	-2.28(-3.69~-0.86)^*	-1.67(-3.21~-0.14)^*	-3.09(-4.22~-1.97)^*	-3.70(-4.87~-2.52)^*
注：*P < 0.05；教养方式各组均以低分组为参照组。

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表 3 母亲不同教养方式与女童生活质量得分的关联[β值(β值95%CI)，n=2 045]

Table 3. The associations between maternal parenting styles and girls' quality of life[β(β 95%CI), n=2 045]

教养方式	选项	生理功能	情感功能	社交功能	学校功能	心理社会功能总分	生活质量总分
情感温暖	中	-1.11(-3.52~1.29)	-0.79(-2.48~0.90)	1.51(0.12~2.91)^*	7.11(5.32~8.90)^*	2.61(1.48~3.74)^*	1.68(0.50~2.86)^*
	高	-1.90(-4.79~0.99)	2.34(0.31~4.37)^*	4.18(2.50~5.87)^*	12.60(10.45~14.76)^*	6.38(5.01~7.74)^*	4.31(2.89~5.72)^*
拒绝	中	-4.60(-6.53~-2.67)^*	-4.75(-6.05~-3.44)^*	-3.25(-4.36~-2.13)^*	-3.41(-4.91~-1.92)^*	-3.80(-4.70~-2.91)^*	-4.00(-4.92~-3.09)^*
	高	-9.50(-11.86~-7.15)^*	-12.56(-14.16~-10.96)^*	-7.17(-8.54~-5.81)^*	-6.00(-7.83~-4.18)^*	-8.58(-9.67~-7.49)^*	-8.81(-9.93~-7.69)^*
过度保护	中	-3.46(-5.60~-1.32)^*	-3.20(-4.71~-1.70)^*	-1.74(-3.00~-0.49)^*	-2.59(-4.24~-0.93)^*	-2.51(-3.54~-1.48)^*	-2.75(-3.80~-1.70)^*
	高	-8.03(-10.48~-5.59)^*	-6.35(-8.08~-4.63)^*	-3.93(-5.37~-2.49)^*	-3.18(-5.07~-1.28)^*	-4.49(-5.66~-3.31)^*	-5.37(-6.57~-4.17)^*
注： *P < 0.05；教养方式各组均以低分组为参照组。

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