父母教养方式在父母参与和幼儿攻击性行为间的作用

谢欣然; 张晓梅

doi:10.16835/j.cnki.1000-9817.2024316

父母教养方式在父母参与和幼儿攻击性行为间的作用

doi: 10.16835/j.cnki.1000-9817.2024316

谢欣然¹,
张晓梅^2, ,

1.
东北石油大学高等教育研究中心，黑龙江大庆 163319
2.
大庆师范学院教师教育学院

基金项目:

黑龙江省哲学社会科学研究规划项目 21EDB072

详细信息

作者简介:
谢欣然(1999-)，女，江苏南京人，在读硕士，主要研究方向为学前教育

通讯作者:
张晓梅，E-mail：meihua1229@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 B844.1 G78
计量
- 文章访问数: 301
- HTML全文浏览量: 129
- PDF下载量: 40
- 被引次数: 0
出版历程
- 收稿日期: 2024-07-11
- 修回日期: 2024-09-12
- 网络出版日期: 2024-12-10
- 刊出日期: 2024-11-15

Role of parenting style in the relationship between parental involvement and aggressive behavior in nursery child

XIE Xinran¹,
ZHANG Xiaomei^{2
, ,}

1.
Higher Education Research Center, Northeast Petroleum University, Daqing (163319), Heilongjiang Province, China

摘要

摘要: 目的探讨父母教养方式在父母参与教育和幼儿攻击性行为之间的调节作用，为促进幼儿行为健康发展提供参考依据。方法 2023年3月至2024年2月，采取分层整群随机抽样方法从黑龙江、山西、山东、江苏和广东5省共抽取12所幼儿园1 509名家长，通过父母参与问卷、儿童行为量表中的父母报告攻击性行为分量表和父母教养方式问卷对家长进行调查。采用Mann-Whitney检验和Kruskal-Wallis H检验进行组间比较，采用Spearman相关性分析探讨父母参与、幼儿攻击性行为和父母教养方式的关系，采用分层线性回归分析父母教养方式在父母参与和幼儿攻击性行为之间的调节效应。结果幼儿攻击性行为与父母专制型教养方式、放纵型教养方式均呈正相关，与权威型教养方式、家园沟通、在园参与和在家参与均呈负相关(r值分别为0.53，0.52，-0.15，-0.12，-0.09，-0.10，P值均 < 0.01)。调节效应结果显示，父母权威型和专制型教养方式在父母参与和幼儿攻击性行为间的调节作用均有统计学意义(β值分别为0.12，-0.11，P值均 < 0.01)，放纵型教养方式在父母参与和幼儿攻击性行为间的调节作用无统计学意义(β=-0.01，P>0.05)。结论父母参与教育和幼儿攻击性行为密切相关；父母教养方式中的权威型和专制型教养方式在父母参与教育和幼儿攻击性行为间起调节作用，放纵型教养方式则不起调节作用。
- 教育 /
- 攻击 /
- 精神卫生 /
- 回归分析 /
- 儿童，学龄前
Abstract: Objective To explore the moderating effect of parenting style on parental involvement in education and aggressive behavior of nursery child, so as to provide a reference basis for promoting the healthy development of nursery child behavior. Methods From March 2023 to February 2024, through a stratified cluster random sampling method, 1 509 parents from 12 kindergartens in Heilongjiang, Shanxi, Shandong, Jiangsu and Guangdong provinces were investigated by using Parental Involvement Questionnaire, Parental Reported Aggression Behavior Subscale of Child Behavior Checklist, Parenting Styles, and Dimensions Questionnaire. Mann-Whitney test and Kruskal-Wallis H test were used for group comparison, and Spearman correlation analysis was used to explore the relationship between parental involvement, aggressive behavior in nursery child and parenting style. Stratified linear regression analysis was used to investigate the moderating effect of parenting style on parental involvement and aggressive behavior in young children. Results There was a significant positive correlation of aggressive behavior in nursery child with authoritarian parenting styles and indulgent parenting styles (r=0.53, 0.52, P < 0.01). Aggression behavior in nursery child was negatively associated with authoritative parenting styles, home communication, in-school participation, and in-home participation (r=-0.15, -0.12, -0.09, -0.10, P < 0.01). The regulatory effect results showed that authoritative and authoritarian parenting style had a statistically significant moderating effect on parental involvement and aggressive behavior in nursery child (β=0.12, -0.11, P < 0.01), while permissive parenting styles had no statistically significant moderating effect on parental involvement and aggressive behavior (β=-0.01, P>0.05). Conclusions Parents' involvement in education is closely related to nursery child's aggressive behavior. The authoritative and authoritarian parenting styles moderate the relationship between parental involvement and aggressive behavior in nursery child, while the permissive parenting styles does not.
- Education /
- Aggression /
- Mental health /
- Regression analysis /
- Child, preschool
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

HTML全文

表 1 不同组别父母教养方式及幼儿攻击性行为条目得分比较[M(P₂₅，P₇₅)]

Table 1. Comparison of item scores of parenting styles and aggressive behavior among different groups[M(P₂₅, P₇₅)]

组别	选项	人数	统计值	权威型	放纵型	专制型	攻击行为
父母性别	男	229		4.8(4.0, 5.0)	2.0(1.2, 2.4)	2.1(1.9, 2.4)	0.1(0.0, 0.2)
	女	1 280		4.8(4.1, 5.0)	2.0(1.6, 2.6)	2.2(1.9, 2.5)	0.1(0.0, 0.2)
			Z值	-0.35	-1.46	-0.62	-1.14
			P值	0.73	0.14	0.53	0.25
是否独生	是	1 228		4.8(4.1, 5.0)	2.0(1.6, 2.6)	2.2(2.0, 2.5)	0.1(0.0, 0.2)
子女	否	281		4.6(4.0, 5.0)	2.0(1.2, 2.4)	2.2(1.8, 2.4)	0.1(0.0, 0.2)
			Z值	-1.98	-1.85	-0.81	-0.36
			P值	0.05	0.06	0.41	0.71
父母年龄	≤30	213		4.8(4.1, 5.0)	2.0(1.5, 2.4)	2.1(1.9, 2.5)	0.1(0.0, 0.2)
/岁	31~40	1 182		4.8(4.1, 5.0)	2.0(1.4, 2.4)	2.2(1.9, 2.4)	0.1(0.0, 0.2)
	41~50	109		4.5(3.9, 5.0)	2.2(2.0, 2.8)	2.3(2.1, 2.7)	0.1(0.0, 0.3)
	≥51	5		4.7(4.5, 5.0)	2.2(2.0, 3.0)	2.2(2.0, 2.7)	0.1(0.1, 0.1)
			H值	5.44	15.48	18.43	4.42
			P值	0.14	< 0.01	< 0.01	0.21
父母学历	初中及以下	9		4.9(3.9, 5.0)	2.0(1.0, 2.8)	2.2(1.0, 2.7)	0.2(0.0, 0.5)
	高中或中专	526		4.7(4.0, 5.0)	2.0(1.8, 2.6)	2.2(2.0, 2.5)	0.1(0.0, 0.2)
	大专	438		4.8(4.1, 5.0)	2.0(1.4, 2.4)	2.1(1.8, 2.4)	0.1(0.0, 0.2)
	本科	506		4.8(4.1, 5.0)	2.0(1.4, 2.6)	2.1(1.9, 2.5)	0.1(0.0, 0.2)
	研究生及以上	30		4.6(3.7, 5.0)	2.5(2.2, 3.0)	2.4(2.1, 2.7)	0.2(0.2, 0.3)
			H值	3.82	20.91	13.27	37.99
			P值	0.43	< 0.01	0.01	< 0.01
幼儿年龄	≤3	5		4.8(4.0, 5.0)	2.2(1.9, 2.8)	2.2(2.0, 2.6)	0.1(0.1, 0.1)
/岁	4~5	714		4.8(4.1, 5.0)	2.0(1.5, 2.6)	2.2(1.9, 2.5)	0.1(0.0, 0.3)
	≥6	790		4.7(4.0, 5.0)	2.0(1.6, 2.4)	2.1(2.0, 2.5)	0.1(0.0, 0.2)
			H值	1.25	0.74	0.68	3.37
			P值	0.53	0.69	0.71	0.18
幼儿性别	男	699		4.8(4.1, 5.0)	2.0(1.4, 2.6)	2.1(1.8, 2.5)	0.1(0.0, 0.2)
	女	810		4.7(4.0, 5.0)	2.0(1.8, 2.4)	2.1(2.0, 2.4)	0.1(0.0, 0.2)
			Z值	-1.79	-0.24	-1.09	-0.68
			P值	0.07	0.81	0.27	0.49

下载: 导出CSV

表 2 父母参与、幼儿攻击性行为以及父母教养方式的相关性分析(r值，n=1 509)

Table 2. Correlation analysis of parental involvement, aggressive behavior of young children and parenting styles(r, n=1 509)

变量	幼儿攻击性行为	权威型教养方式	专制型教养方式	放纵型教养方式	家园沟通	在园参与
权威型教养方式	-0.15^**
专制型教养方式	0.53^**	-0.31^**
放纵型教养方式	0.52^**	-0.21^**	0.84^**
家园沟通	-0.12^**	-0.01	-0.13^**	-0.13^**
在园参与	-0.09^**	-0.01	-0.06^*	-0.06^*	0.07^**
在家参与	-0.10^**	0.03	-0.09^**	-0.08^**	0.69^**	0.74^**
注： ^P < 0.05，^*P < 0.01。

下载: 导出CSV

表 3 父母教养方式和父母参与对幼儿攻击性行为的线性回归分析(n=1 509)

Table 3. Linear regression analysis of parenting styles and parental involvement on aggressive behavior in young children(n=1 509)

步骤	自变量	权威型教养方式					专制型教养方式					放纵型教养方式
步骤	自变量	β值	t值	R²值	F值	△R²值	β值	t值	R²值	F值	△R²值	β值	t值	R²值	F值	△R²值
一	父母参与	-0.15	-6.18^**	0.09	13.07^**	0.03^**	-0.10	-4.06^**	0.21	36.92^**	0.16^**	-0.11	-4.54^**	0.18	30.23^**	0.13^**
	教养方式	-0.18	-7.23^**				0.41	17.32^**				0.36	15.18^**
二	父母参与	-0.13	-5.33^**	0.10	14.06^**	0.01^**	0.06	2.34^*	0.22	35.90^**	0.01^**	-0.11	-4.21^**	0.18	27.71^**	0.00
	教养方式	-0.17	-6.65^**				0.42	17.87^**				0.36	15.11^**
	父母参与×教养方式	0.12	4.78^**				-0.11	-4.44^**				-0.01	-0.40
注： ^P < 0.05，^*P < 0.01。

下载: 导出CSV

参考文献(43)

[1]	王萍, 冯璐, 潘晓东, 等. 学前儿童问题行为及矫正[M]. 北京: 清华大学出版社, 2019. WANG P, FENG L, PAN X D, et al. Problematic behaviour and correction of preschool children[M]. Beijing: Tsinghua University Press, 2019. (in Chinese)
[2]	KAMPER K E, OSTROV J M. Relational aggression in middle childhood predicting adolescent social-psychological adjustment: the role of friendship quality[J]. J Clin Child Adolesc Psychol, 2013, 42(6): 855-862. doi: 10.1080/15374416.2013.844595
[3]	孙晓军, 张永欣, 周宗奎. 攻击行为对儿童受欺负的预测: 社会喜好的中介效应及性别差异[J]. 心理科学, 2013, 36(2): 383-389. SUN X J, ZHANG Y X, ZHOU Z K. Children's aggression and victimization: mediating effect of social preference and its gender difference[J]. J Psychol Sci, 2013, 36(2): 383-389. (in Chinese)
[4]	WOLKE D, WOODS S, BLOOMFIELD L, et al. The association between direct and relational bullying and behaviour problems among primary school children[J]. J Child Psychol Psychiatry, 2000, 41(8): 989-1002. doi: 10.1111/1469-7610.00687
[5]	赵军, 彭志刚, 彭红彬. 暴力资讯与未成年人犯罪实证研究: 以社会学习理论为主要修正对象[J]. 江西财经大学学报, 2010(3): 104-110. ZHAO J, PENG Z G, PENG H B. Empirical research on the correlation between violence information and juvenile delinquency: revising the social learning theory[J]. J Jiangxi Univ Financ Econ, 2010(3): 104-110. (in Chinese)
[6]	ATES A. The relationship between parental involvement in education and academic achievement: a Meta-analysis study[J]. Pegem J Educ Instruct, 2021, 11(3): 50-66.
[7]	WARREN J M, LOCKLEAR L A. The role of parental involvement, including parenting beliefs and styles, in the academic success of American Indian students[J]. Profess Sch Counsel, 2021, 25(1): 1-10.
[8]	SHERIDAN S M, KNOCHE L L, EDWARDS C P, et al. Parent engagement and school readiness: effects of the getting ready intervention on preschool children's social-emotional competencies[J]. Early Educ Dev, 2010, 21(1): 125-156. doi: 10.1080/10409280902783517
[9]	EL NOKALI N E, BACHMAN H J, VOTRUBA-DRZAL E. Parent involvement and children's academic and social development in elementary school[J]. Child Dev, 2010, 81(3): 988-1005. doi: 10.1111/j.1467-8624.2010.01447.x
[10]	吴帆, 张林虓. 父母参与在青少年行为发展中的作用: 基于CEPS数据的实证研究[J]. 中国青年研究, 2018(12): 57-66. WU F, ZHANG L X. The role of parental involvement in adolescent behavioural development: an empirical study based on CEPS data[J]. Chin Youth Res, 2018(12): 57-66. (in Chinese)
[11]	DARLING N, STEINBERG L. Parenting style as context: an integrative model[J]. Psychol Bull, 1993, 13(3): 487-496.
[12]	ZONG X, ZHANG L, YAO M. Parental involvement and Chinese elementary students' achievement goals: the moderating role of parenting style[J]. Educ Stud, 2018, 44(3): 341-356.
[13]	CUMMINGS E M, DAVIES P T, CAMPBELL S B. Developmental psychopathology and family process: theory, research, and clinical implications[M]. New York: Guilford Publications, 2020.
[14]	WOOLFSON L, GRANT E. Authoritative parenting and parental stress in parents of pre-school and older children with developmental disabilities[J]. Child Care Health Dev, 2006, 32(2): 177-184.
[15]	魏运华. 父母教养方式对少年儿童自尊发展影响的研究[J]. 心理发展与教育, 1999(3): 7-11. WEI Y H. A study of the effects of parenting styles on the development of self-esteem in children and adolescents[J]. Psychol Dev Educ, 1999(3): 7-11. (in Chinese)
[16]	张皓辰, 秦雪征. 父母的教养方式对青少年人力资本形成的影响[J]. 财经研究, 2019, 45(2): 46-58. ZHANG H C, QIN X Z. The impact of the parenting style on the formation of adolescent human capital[J]. J Financ Econ, 2019, 45(2): 46-58. (in Chinese)
[17]	SALISBURY C L, COPELAND C G. Progress of infants/toddlers with severe disabilities: perceived and measured change[J]. Topics Early Childhood Spec Educ, 2013, 33(2): 68-77.
[18]	VAN RIJEN E, GASANOVA N, BOONSTRA A, et al. Psychometric qualities of the Short Form of the Self-efficacy for Parenting Tasks Index-toddler Scale[J]. Child Psychiatry Hum Dev, 2014, 45: 443-455.
[19]	RINALDI C M, HOWE N. Mothers' and fathers' parenting styles and associations with toddlers' externalizing, internalizing, and adaptive behaviors[J]. Early Childhood Res Q, 2012, 27(2): 266-273.
[20]	刘倩倩, 李晓巍. 父母参与问卷(缩减版)在学前儿童父母群体中的修订[J]. 中国临床心理学杂志, 2019, 27(1): 49-53. LIU Q Q, LI X W. Revision of Family Involvement Questionnaire-Short Form in Parents of Preschool Children in China[J]. Chin J Clin Psychol, 2019, 27(1): 49-53. (in Chinese)
[21]	ACHENBACH T M, RESCORLA L A. The achenbach system of empirically based assessment (ASEBA) for ages 1.5 to 18 years[M]. 3rd ed. New York: Instruments for Children and Adolescents, 2004.
[22]	王秀丽, 马渝根. SOS儿童村儿童与单亲家庭和完整家庭儿童行为问题的对照研究[J]. 中国心理卫生杂志, 2010, 24(5): 392-397. WANG X L, MA Y G. A controlled study of behavioural problems in children from SOS Children's Villages and children from single-parent and intact families[J]. Chin J Ment Health, 2010, 24(5): 392-397. (in Chinese)
[23]	ROBINSON C C, MANDLECO B, OLSEN S F, et al. The Parenting Styles and Dimensions Questionnaire (PSDQ)[J]. Handbook Fam Meas Techniq, 2001(3): 319-321.
[24]	CHEAH C S, LEUNG C Y, TAHSEEN M, et al. Authoritative parenting among immigrant Chinese mothers of preschoolers[J]. J Fam Psychol, 2009, 23(3): 311.
[25]	李甜甜, 顾吉有, 曹会龙, 等. 父亲参与育儿、父母抑郁与儿童行为问题的关系[J]. 天津师范大学学报(基础教育版), 2020, 21(2): 12-16. LI T T, GU J Y, CAO H L, et al. The relationship between father's involvement in parenting, parental depression and children's behavioural problems[J]. J Tianjin Norm Univ (Basic Educ Edit), 2020, 21(2): 12-16. (in Chinese)
[26]	CICCHETTI D, VALENTINO K. An ecological-transactional perspective on child maltreatment: failure of the average expectable environment and its influence on child development[J]. Dev Psychopathol, 2006(3): 129-201.
[27]	曾秀虹. 父母参与及其与幼儿问题行为的关系研究: 教养效能感的中介作用[D]. 重庆: 西南大学, 2020. ZENG X H. Parental involvement and its relationship with young children's problem behaviours: the mediating role of parenting efficacy[D]. Chongqing: Southwest University, 2020. (in Chinese)
[28]	张晋, 刘云艳, 胡天强. 家长参与和学前儿童发展关系的元分析[J]. 学前教育研究, 2019(8): 35-51. ZHANG J, LIU Y Y, HU T Q. A Meta-analysis of the relationship between parental involvement and preschool children's development[J]. Res Presch Educ, 2019(8): 35-51. (in Chinese)
[29]	NAM B, KIM J Y, BRIGHT C L, et al. Exposure to family violence, peer attachment, and adolescent-to-parent violence[J]. J Interpers Violence, 2022, 37(7/8): NP4718-NP4739.
[30]	左群英. 同情教育论[M]. 北京: 人民出版社, 2012. ZUO Q Y. Compassionate education[M]. Beijing: People's Publishing House, 2012. (in Chinese)
[31]	BOWLBY J. Attachment and loss: retrospect and prospect[J]. Am J Orthopsych, 1982, 52(4): 664.
[32]	李生兰. 社会互动理论对幼儿教师与家长相互作用的启示[J]. 上海教育科研, 2005(1): 50-52. LI S L. Social interaction theory on the interaction between early childhood teachers and parents[J]. Shanghai Educ Res, 2005(1): 50-52. (in Chinese)
[33]	夏小英, 温剑青. 家长参与对学前儿童入学准备的影响[J]. 学前教育研究, 2019(5): 62-71. XIA X Y, WEN J Q. Effects of parental involvement on preschool children's school readiness[J]. Res Presch Educ, 2019(5): 62-71. (in Chinese)
[34]	CHENG W Y, CHEUNG R Y, CHUNG K K H. Understanding adolescents' perceived social responsibility: the role of family cohesion, interdependent self-construal, and social trust[J]. J Adolesc, 2021, 89: 55-62.
[35]	丛金洲, 吴瑞君. 家庭教养实践选择与多代教育传递: 基于布迪厄社会实践理论的视角[J]. 当代青年研究, 2024(4): 49-62, 87. CONG J Z, WU R J. Family parenting practice selection and multigenerational education transmission: a perspective based on Bourdieu's social practice theory[J]. Contemp Youth Stud, 2024(4): 49-62, 87. (in Chinese)
[36]	王元超, 朱斌. "阶层天花板"与"阶层地板": 收入分配中的家庭"长影效应"[J]. 社会学评论, 2024, 12(3): 5-29. WANG Y C, ZHU B. Class ceiling and class floor: the long shadow effect of families in income distribution[J]. Soc Rev, 2024, 12(3): 5-29. (in Chinese)
[37]	FITZMAURICE H, FLYNN M, HANAFIN J. Parental involvement in homework: a qualitative Bourdieusian study of class, privilege, and social reproduction[J]. Int Stud Sociol Educ, 2021, 30(4): 440-461.
[38]	BREINHOLT A, JAEGER M M. How does cultural capital affect educational performance: signals or skills?[J]. Br J Sociol, 2020, 71(1): 28-46.
[39]	ALIZADEH S, TALIB M B A, ABDULLAH R, et al. Relationship between parenting style and children's behavior problems[J]. Asian Soc Sci, 2011, 7(12): 195-200.
[40]	NIE T, YAN Q, CHEN Y. Authoritative parenting style and proactive behaviors: evidence from China?[J]. Sustainability, 2022, 14(6): 3435.
[41]	王英杰, 张刈, 李燕. 母亲正念与幼儿社会适应的关系: 教养方式的中介作用[J]. 中国临床心理学杂志, 2023, 31(1): 165-169. WANG Y J, ZHANG Y, LI Y. The relationship between mothers' positive thoughts and young children's social adjustment: the mediating role of parenting style[J]. Chin J Clin Psychol, 2023, 31(1): 165-169. (in Chinese)
[42]	ANG R P. Effects of parenting style on personal and social variables for Asian adolescents[J]. Am J Orthopsych, 2006, 76(4): 503-511.
[43]	刘莉, 吴倩, 郑研, 等. 父母心理攻击与儿童问题行为: 另一方父母支持的调节作用[J]. 中国临床心理学杂志, 2020, 28(6): 1235-1239, 1245. LIU L, WU Q, ZHENG Y, et al. Parental psychological aggression and children's problem behaviours: the moderating role of the other parent's support[J]. Chin J Clin Psychol, 2020, 28(6): 1235-1239, 1245. (in Chinese)