Mothers' Teaching Strategies and Children's Effortful Control: A Longitudinal Study
Mothers' Teaching Strategies and Children's Effortful Control: A Longitudinal Study
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DOI：
10.1037/a0020236
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发表时间：
2010-09-01
影响因子：
4
通讯作者：
Kupfer, Anne
中科院分区：
文献类型：
--
作者：
Eisenberg, Nancy;Vidmar, Masa;Kupfer, Anne
关于母亲言语教学策略与儿童努力控制（EC；即自我调节）关系的研究结果数量有限，而且有些不一致。在这项研究中，儿童的 EC 在 18、30 和 42 个月（ns 分别 = 255、229 和 209）时根据成人报告和行为测量进行了评估。当母亲和孩子一起完成任务时，评估了母亲的言语教学策略。还测量了儿童的一般词汇量。在结构面板模型中，考虑了时间上的构造和相关性的先前水平，以及 EC 和教学策略与儿童词汇量、社会经济地位、年龄和儿童性别的关系，18 个月的 EC 正向预测母亲 30 个月的认知辅助和提问策略，负向预测 30 个月的母亲指导策略。此外，30 个月的高 EC 预示着 42 个月的母亲认知帮助会更大，指导策略也会更少。因此，母亲的教学策略是通过自我调节技能的个体差异来预测的，这支持了母亲教学策略中潜在的儿童唤起效应。
Findings on the relation of maternal verbal teaching strategies to children's effortful control (EC; i.e., self-regulation) are limited in quantity and somewhat inconsistent. In this study, children's EC was assessed at 18, 30, and 42 months (ns = 255, 229, and 209, respectively) with adults' reports and a behavioral measure. Mothers' verbal teaching strategies were assessed while the mother and child worked on a task together. Children's general vocabulary also was measured. In a structural panel model taking into account prior levels of constructs and correlations within time, as well as the relations of EC and teaching strategies to children's vocabulary, socioeconomic status, age, and sex of the child, 18-month EC positively predicted mothers' 30-month cognitive assistance and questioning strategies and negatively predicted 30-month maternal directive strategies. In addition, high 30-month EC predicted greater 42-month maternal cognitive assistance and fewer directive strategies. Thus, mothers' teaching strategies were predicted by individual differences in self-regulatory skills, supporting potential evocative child effects on mothers' teaching strategies.