Fathers’ and mothers’ praise and spatial language during play with first graders: Patterns of interaction and relations to math achievement.
Fathers’ and mothers’ praise and spatial language during play with first graders: Patterns of interaction and relations to math achievement.
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父亲和母亲在与一年级学生玩耍时的赞美和空间语言：互动模式以及与数学成绩的关系。
DOI：
10.1037/dev0001410
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发表时间：
2022
影响因子：
4
通讯作者：
Gunderson, Elizabeth A.
中科院分区：
文献类型：
--
作者：
Ren, Kexin;Wang, Yiqiao;Weinraub, Marsha;Newcombe, Nora S.;Gunderson, Elizabeth A.
父母在相同的互动中提供动机和认知支持，但研究人员对它们进行了单独的调查。我们考察了父母支持的两个关键方面，表扬(动机支持)和空间语言(认知支持)，来自父亲和母亲在与一年级孩子(6-7岁；N=107；56个女孩；72.0%白人，23.4%黑人)的三个任务中的情况。父母的赞扬和空间语言会因任务的不同而不同，但孩子的性别不同：父母在素描和积木任务中产生的赞扬多于纸牌游戏，在素描任务中产生的空间语言比其他任务多。我们进一步考察了表扬和空间语言在两个空间任务(蚀刻素描和积木构建)中是否与儿童后来的数学和空间技能有关。我们没有发现父母的赞扬或空间语言的加法或乘法效应。我们也没有看到父亲和母亲的支持的加法或乘法效应。然而，一年级时父亲较多的空间语言与三年级男孩(但不是女孩)的数学成绩呈负相关，而父亲较大的空间符号与儿子较低的数学成绩相关。这表明，男孩可能比女孩更消极地感受到父亲的支持，或者父亲可能会为能力较低的男孩提供额外的支持。综上所述，这项研究强调了在考察父母支持时考虑情境的重要性。这项研究的关联性要求未来的研究建立因果关系，并加强我们对多方面的亲子互动的理解。
Parents provide motivational and cognitive support within the same interaction, yet researchers have investigated these separately. We examined two key aspects of parental support, praise (motivational support) and spatial language (cognitive support), from fathers and mothers during three tasks with their first-grade children (6–7-year-olds; N= 107; 56 girls; 72.0% White, 23.4% Black). Parents’ praise and spatial language varied by task but not child sex: Both parents produced more praise in the Etch-a-Sketch and block tasks than the card game and produced more spatial language in the Etch-a-Sketch task than other tasks. We further examined whether praise and spatial language in the two spatial tasks (Etch-a-Sketch and block construction) were related to children’s later math and spatial skills. We found neither additive nor multiplicative effects of parents’ praise or spatial language. We also did not see additive or multiplicative effects of fathers’ and mothers’ support. However, fathers’ greater spatial language at first grade was negatively associated with boys’(but not girls’) math achievement in third grade, with greater father spatial tokens related to their sons’ lower math achievement. This suggests that boys may perceive fathers’ support more negatively than girls do or that fathers may offer additional support for boys with lower abilities. Taken together, this study emphasizes the importance of considering contexts in examining parental support. The correlational nature of the study warrants future research to establish causal relations and to enhance our understanding of multifaceted parent–child interactions.