Linking parental scaffolding with self-regulated learning in Chinese kindergarten children
Linking parental scaffolding with self-regulated learning in Chinese kindergarten children
复制标题
将父母脚手架与中国幼儿园儿童的自我调节学习联系起来
DOI：
10.1016/j.learninstruc.2017.01.001
复制
发表时间：
2017
影响因子：
6.2
通讯作者：
D. Whitebread
中科院分区：
文献类型：
--
作者：
Heyi Zhang;D. Whitebread
本研究旨在探讨父母支持维度与儿童自我调节学习的关系。130名中国幼儿园儿童参与了一系列的问题解决任务与他们的父母和独立。父母与孩子的互动和儿童单独的行为进行了视频记录的深入观察分析。父母的认知支持，情感支持和应急编码的亲子互动。儿童的认知，元认知，和动机的战略行为和任务的表现进行编码和评估的儿童单独的任务的背景下。结果表明，权变对儿童的自主学习能力尤为重要。在父母支架的三个方面中，父母权变是儿童自我责任感的唯一独立预测因子，并在父母教育水平对儿童自我责任感的影响中起中介作用。
The current study aimed to examine the relationships between dimensions of parental scaffolding and children's self-regulated learning (SRL). One hundred and thirty Chinese kindergarten children participated in a range of problem-solving tasks with their parents and independently. Parent-child interactions and child-alone behaviours were video-recorded for an in-depth observational analysis. Parental cognitive support, emotional support, and contingency were coded in parent-child interactions. Children's cognitive, metacognitive, and motivational strategic behaviours and task performance were coded and assessed within the context of child-alone tasks. Results showed that contingency was particularly important for children's SRL. Parental contingency was the only independent predictor of children's SRL among the three aspects of parental scaffolding and mediated the effect of parent education levels on children's SRL.
影响因子：
4.6
作者：
Ng FF;Pomerantz EM;Deng C
通讯作者：
Deng C