Early Childhood Research Quarterly最新文献_第6页

Father’s involvement is critical in social-emotional development in early childhood: A meta-analysis 父亲的参与对儿童早期社会情感发展至关重要：一项荟萃分析

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-08-20 DOI: 10.1016/j.ecresq.2025.08.001

Que Zheng , Liman Cai , Peishan Huang , Wei Huang , Yushan Ni

Father involvement is increasingly recognized as critical in children’s early social-emotional development. However, the extent and nature of this association across different populations and contexts remain unclear. This meta-analysis aims to synthesize the evidence on the relationship between father involvement and children’s social-emotional competence in early childhood. Additionally, it seeks to identify potential sample and study characteristics that may moderate these relationships. The current study reviewed 65 studies published in English and Chinese after 2000, involving a total of 154,801 child participants (49.34 % male) and 127,081 fathers (mean age = 30.58 years). Study-related and sample-related characteristics were included in moderator analyses. The results revealed significant correlations between father involvement and young children’s social-emotional competence (weighted rs ranged from .10 to .22). Fathers’ positive engagement, as well as warmth and responsiveness, contributed significantly to young children’s concurrent and longitudinal social-emotional competence. The impacts of such contributions were stronger among older fathers, between fathers and daughters, in the Asian countries, and when fathers’ warmth and responsiveness were reported by mothers. This meta-analysis provides robust evidence that father involvement is significantly associated with young children’s social-emotional development, informing policies and interventions aimed at promoting father involvement in children’s lives.

越来越多的人认识到，父亲的参与对儿童早期社会情感发展至关重要。然而，这种关联在不同人群和环境中的程度和性质仍不清楚。本荟萃分析旨在综合有关父亲参与与幼儿社会情绪能力关系的证据。此外，它还试图确定可能缓和这些关系的潜在样本和研究特征。本研究回顾了2000年后发表的65篇中英文研究，共涉及154,801名儿童参与者（49.34%为男性）和127,081名父亲（平均年龄为30.58岁）。调节因子分析包括研究相关特征和样本相关特征。结果显示，父亲参与与幼儿的社会情感能力之间存在显著的相关性(加权系数从。10到0.22)。父亲的积极参与，以及温暖和反应，对幼儿的并发和纵向社会情感能力有显著贡献。在亚洲国家，这种贡献的影响在年龄较大的父亲、父亲和女儿之间，以及当母亲报告父亲的温暖和回应时，影响更大。本荟萃分析提供了强有力的证据，表明父亲参与与幼儿的社会情感发展显著相关，为旨在促进父亲参与儿童生活的政策和干预提供了信息。

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引用次数: 0

Scaling high quality: An implementation study of Boston’s Universal Pre-K expansion to community-based programs 扩展高质量：波士顿全民学前教育扩展到社区项目的实施研究

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-08-16 DOI: 10.1016/j.ecresq.2025.08.002

Christina Weiland , Paola Guerrero Rosada , Anne Taylor , Louisa Penfold , Rachel Kushner , Catherine Snow , Yuzhu Xia , Meghan McCormick

Domain-specific, evidence-based curricula and job-embedded coaching have been called a “best bet” for improving instructional quality in public prekindergarten programs. However, implementation science studies that offer lessons for scaling this approach, including identifying potential stumbling blocks and how to address new demands on teachers’ working conditions, are relatively scarce. We addressed this gap in the literature via a mixed-methods descriptive study of the first three years of Boston’s Universal Pre-K (UPK) expansion into classrooms in community-based organizations (CBOs; from 2019 to 2022). Teachers in 28 classrooms in 22 CBOs were trained to implement evidence-based language, literacy, and math-focused curricula and received a comprehensive set of professional development supports including job-embedded coaching. We leveraged classroom observations, teacher surveys, teacher interviews, and coach interviews to describe implementation levels, barriers, and facilitators. Findings show teachers were generally positive about the supports they received and implemented the curriculum with fidelity. However, some dimensions of instructional quality declined in year 3. We identified four specific barriers (fitting all components in, inconsistent teacher planning time, teacher dispositions toward math, and COVID-19 disruptions) and two facilitators (strong professional development and strong teacher-coach relationships) that offer actionable lessons for Boston and beyond.

针对特定领域、以证据为基础的课程和嵌入工作的辅导被称为提高公立学前教育项目教学质量的“最佳选择”。然而，为扩大这种方法提供经验教训的实施科学研究相对较少，这些研究包括确定潜在的障碍以及如何解决对教师工作条件的新要求。我们通过一项混合方法的描述性研究来解决文献中的这一差距，该研究是对波士顿全民学前教育（UPK）扩展到社区组织(cbo；2019年至2022年)。对22个cbo的28个教室的教师进行了培训，以实施以证据为基础的语言、识字和数学课程，并接受了包括工作嵌入式指导在内的一套全面的专业发展支持。我们利用课堂观察、教师调查、教师访谈和教练访谈来描述实施水平、障碍和促进因素。调查结果显示，教师普遍对他们得到的支持持积极态度，并忠实地实施了课程。然而，教学质量的某些维度在第三年有所下降。我们确定了四个具体的障碍（将所有组件纳入，不一致的教师规划时间，教师对数学的倾向以及COVID-19的中断）和两个促进因素（强大的专业发展和强大的教师-教练关系），为波士顿及其他地区提供了可操作的课程。

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引用次数: 0

Developmental trajectories of young rural Chinese children's skills in mathematics and word reading: The roles of cognitive-linguistic skills 中国农村儿童数学和文字阅读技能的发展轨迹：认知语言技能的作用

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-08-14 DOI: 10.1016/j.ecresq.2025.08.003

Yawei Yang , Xiao Zhang , Nan Xiao , Xiang Hu , Ping Wang

This longitudinal study examined the relations between cognitive-linguistic skills and the developmental trajectories of mathematics and word reading abilities in 247 rural Chinese children. Baseline measures at age 4 (M ± SD = 50.46 ± 6.69 months) assessed four cognitive-linguistic skills (sustained attention, working memory, visual-spatial skills, and receptive vocabulary) and two academic skills (mathematics and word reading). Academic skills were reassessed at 12-month intervals over 2 years to examine the contribution of early cognitive-linguistic skills to academic development through age 6. Results of latent growth modeling showed that: (1) Sustained attention, working memory, and visual-spatial skills each made a unique contribution to the children's initial mathematics skills but not to their initial word reading skills; (2) Receptive vocabulary was related to children's initial word reading skills and their initial mathematics skills; (3) Working memory was related to the growth of children's mathematics and word reading skills, and sustained attention was related to the growth of their mathematics skills. These findings suggest that cognitive-linguistic skills contribute differentially to individual differences in mathematics and word reading skills among rural Chinese children. They also emphasize the need for educators and policymakers to improve rural education through implementing cognitive-linguistic intervention programs, thereby enhancing the academic development of rural children.

本研究对247名中国农村儿童进行了认知语言技能与数学和词汇阅读能力发展轨迹的纵向研究。4岁时（M±SD = 50.46±6.69个月）的基线测量评估了四项认知语言技能（持续注意力、工作记忆、视觉空间技能和接受性词汇）和两项学术技能（数学和单词阅读）。在两年内每隔12个月重新评估一次学业技能，以检查早期认知语言技能对6岁前学业发展的贡献。潜在增长模型的结果表明：(1)持续注意、工作记忆和视觉空间技能对儿童的初始数学技能有独特的贡献，而对儿童的初始单词阅读技能没有贡献；(2)接受性词汇与幼儿最初的单词阅读能力和数学能力有关；(3)工作记忆与儿童数学和单词阅读技能的增长有关，持续注意与儿童数学技能的增长有关。这些发现表明，认知语言技能对中国农村儿童数学和单词阅读技能的个体差异有不同的影响。他们还强调教育工作者和政策制定者需要通过实施认知语言干预计划来改善农村教育，从而促进农村儿童的学业发展。

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引用次数: 0

Peer effects in small-group language instruction 小团体语言教学中的同伴效应

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-08-07 DOI: 10.1016/j.ecresq.2025.07.007

Michael P. Mesa, James A. Hernandez, Beth M. Phillips, Christopher J. Lonigan

The acquisition of language skills is an important developmental task in early childhood. Research suggests that the language skills of young students are related to the language skills of their peers in the classroom. However, this relation has not been explored in the context of targeted small-group (i.e., Tier 2) instruction in early childhood. This study estimated the association of peer language skills with the language development of pre-kindergarten (n = 522) and kindergarten (n = 652) students participating in targeted, small-group, language interventions (345 total small groups). The results indicate that peer language skills are related to the development of students’ language skills in the context of targeted, small-group instruction. However, these relations appear to be complex and vary depending on the language skill, conceptualization of peer language skills, grade level, and pretest score.

语言技能的习得是幼儿时期一项重要的发展任务。研究表明，年轻学生的语言技能与课堂上同龄人的语言技能有关。然而，这种关系还没有在幼儿期针对性小组（即第2层）教学的背景下进行探讨。本研究估计了同伴语言技能与学龄前（n = 522）和幼儿园（n = 652）参加有针对性的小团体语言干预（共345个小团体）的学生的语言发展之间的关系。研究结果表明，同伴语言技能与定向小团体教学中学生语言技能的发展有关。然而，这些关系似乎是复杂的，并且根据语言技能、同伴语言技能的概念化、年级水平和考前分数而变化。

引用次数: 0

The pathway to advanced mathematical understanding: The contribution of general and mathematical language and the home environment 通往高级数学理解的途径：通用语言和数学语言与家庭环境的贡献

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-08-05 DOI: 10.1016/j.ecresq.2025.07.009

Karen De Keersmaeker , Patrick Onghena , Kris Van den Branden , Wim Van Dooren

Already in the early grades of primary school children develop notions of advanced mathematical concepts such as patterning, proportional reasoning, and probabilistic reasoning. However, there are large differences among children. We examined to which extent these differences could be explained by children’s general language abilities, mathematical language abilities, and their home environment (i.e., maternal education level and home language). Data were collected in 717 first, second, and third graders who all engaged in a general language task, an advanced mathematical language task (addressing the mathematical language present in the domains of patterning, proportionality, and probability), and an advanced mathematical abilities task (addressing their reasoning in these domains). Path analysis revealed that both general language and advanced mathematical language abilities contributed to children’s advanced mathematical abilities, although advanced mathematical language abilities were more impactful than general language abilities. Children’s advanced mathematical language abilities partly mediated the relationship between general language abilities and advanced mathematical abilities. Advanced mathematical language abilities were in turn influenced by maternal education level and general language abilities. More precisely, children with more highly educated mothers and children with better general language abilities tend to have a better understanding of advanced mathematical language. Children who only spoke the instructional language at home did not perform better on the advanced mathematical language task than children with a different home language.

在小学的早期阶段，孩子们已经形成了高级数学概念的概念，如模式、比例推理和概率推理。然而，儿童之间存在很大差异。我们研究了这些差异在多大程度上可以用儿童的一般语言能力、数学语言能力和家庭环境（即母亲的教育水平和家庭语言）来解释。研究人员收集了717名一、二、三年级学生的数据，他们都参与了一般语言任务、高级数学语言任务（解决模式、比例和概率领域的数学语言问题）和高级数学能力任务（解决他们在这些领域的推理问题）。通径分析显示，普通语言和高级数学语言能力都对儿童的高级数学能力有贡献，尽管高级数学语言能力比普通语言能力更有影响。儿童的高级数学语言能力在一定程度上中介了一般语言能力与高级数学能力之间的关系。高等数学语言能力依次受到母亲教育水平和一般语言能力的影响。更准确地说，母亲受教育程度越高的孩子和一般语言能力越强的孩子往往对高等数学语言有更好的理解。只在家里说教学语言的孩子在高级数学语言任务中的表现并不比使用不同家庭语言的孩子好。

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引用次数: 0

A pilot study of the impact and implementation of an anti-racism program for preschoolers 一项针对学龄前儿童反种族主义方案的影响和实施的试点研究

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-08-02 DOI: 10.1016/j.ecresq.2025.07.008

Huriya Jabbar , Jessica R. Toste , Kathrynn Pounders , Beth Feuer

This study aimed to develop and test a novel anti-racism program for White preschool-aged children: the GoKAR! (Kids Against Racism) Program. While there is an extensive literature focused on the presence and development of children’s racial attitudes, few studies have focused on explicit anti-racism programs for 4- and 5-year-olds. To address this gap, 114 child-caregiver dyads from across the United States were randomly assigned to either treatment (GoKAR! Program) or waitlist-control conditions. Caregivers implemented the GoKAR! Program at home over four weeks. This proof-of-concept pilot study evaluated the impact and implementation of the program. Results indicated no significant difference in racial bias among program participants; however, children in the treatment condition exhibited greater understanding of key terms and concepts about racism at posttest, compared to those in the control condition. Family context variables did not significantly predict baseline racial bias, but having a Black person in the family’s social network was found to be a significant predictor of change in racial bias for children participating in the program. Overall, families reported high levels of engagement and satisfaction with the GoKAR! Program. Further research is needed to explore the long-term impacts and potential modifications to increase the program’s effectiveness in targeting racial attitudes.

本研究旨在开发和测试一种针对白人学龄前儿童的新型反种族主义计划：GoKAR！儿童反对种族主义计划。虽然有大量的文献关注儿童种族态度的存在和发展，但很少有研究关注4岁和5岁儿童的明确反种族主义计划。为了解决这一差距，来自美国各地的114对儿童照顾者被随机分配到两种治疗中(GoKAR！程序)或候补名单控制条件。护理人员实施了GoKAR！在家里进行为期四周的培训。这项概念验证试点研究评估了该计划的影响和实施情况。结果显示，各项目参与者在种族偏见方面无显著差异；然而，与对照组相比，治疗组的儿童在后测中对种族主义的关键术语和概念有了更好的理解。家庭背景变量不能显著预测基线种族偏见，但在家庭社交网络中有黑人被发现是参与该计划的儿童种族偏见变化的重要预测因素。总体而言，家庭对GoKAR！程序。需要进一步的研究来探索长期影响和潜在的修改，以提高该计划在针对种族态度方面的有效性。

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引用次数: 0

Measuring executive functions in context: Self-regulating behavior in the kindergarten classroom 情境中的执行功能测量：幼儿园课堂自我调节行为

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-08-01 DOI: 10.1016/j.ecresq.2025.07.006

Jacqueline Maloney PhD , Eva Oberle PhD , Barbara Weber PhD , Kimberly A. Schonert-Reichl PhD

We examined the utility of two commonly employed measures of executive functions (EFs) to aid early childhood educational researchers in their choice of EF measures and interpretation of results: The Head, Toes, Knees, Shoulders Extended Task (HTKS-E) and the Brief Inventory of Executive Functions – Preschool Version (BRIEF-P). To do so, we examined convergent validity of the two measures, differences in age and gender, and relations to other important classroom variables, such as social and emotional competencies and quality of relationships between kindergarteners and their teachers. We also investigated between-group differences in classroom behaviors and relationships of children who met the clinical cutoff on the BRIEF-P screener of EF dysfunction and those who did not. Both measures of EFs were significantly related to social and emotional competencies and teacher-student relationship quality. We found evidence that EFs are differentiated in kindergarten children and that individual dimensions of EFs are related to different aspects of student classroom behaviors and experiences. Boys were more likely to meet the clinical cutoff on the BRIEF-P; students in this group demonstrated significantly lower scores on the HTKS-E, lower social and emotional competencies, and less closeness with teachers. They also experienced significantly greater aggressive and dysregulated behavior in the classroom and more conflict with teachers. Whereas the HTKS-E was better able to differentiate among children with higher EF proficiency, the BRIEF-P was better able to identify children who may need extra support in the classroom.

我们研究了两种常用的执行功能（EF）测量方法的效用，以帮助幼儿教育研究人员选择EF测量方法和解释结果：头、脚趾、膝盖、肩膀扩展任务（HTKS-E）和执行功能简要清单-学龄前版本（Brief - p）。为此，我们检查了两种测量方法的收敛效度，年龄和性别的差异，以及与其他重要课堂变量的关系，如幼儿园儿童与教师之间的社会和情感能力以及关系质量。我们还调查了在BRIEF-P筛查中符合EF功能障碍临床临界值的儿童和未达到临界值的儿童在课堂行为和人际关系方面的组间差异。两项量表均与社交能力、情感能力和师生关系质量显著相关。研究发现，幼儿园儿童的情感体验存在差异，情感体验的个体维度与学生课堂行为和体验的不同方面有关。男孩更有可能达到BRIEF-P的临床临界值；这组学生在HTKS-E上的得分明显较低，社交和情感能力较低，与老师的亲密程度较低。他们在课堂上也经历了更大的攻击性和失调行为，与老师的冲突也更多。HTKS-E能够更好地区分英语熟练程度较高的儿童，而BRIEF-P能够更好地识别在课堂上可能需要额外支持的儿童。

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引用次数: 0

Developmental health and vulnerability among young children in Pakistan: Findings from a large-scale early childhood development assessment in Karachi 巴基斯坦幼儿的发育健康和脆弱性：卡拉奇大规模幼儿发展评估的结果

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-28 DOI: 10.1016/j.ecresq.2025.07.005

Salima Kerai , Seema Lasi , Maram Alkawaja , Ghazala Rafique , Salman Kirmani , Eva Oberle

Assessing and supporting early childhood development is a global priority—however, our understanding of the developmental health of young children from Lower and Middle-Income Countries (LMICs), including Pakistan remains limited. Using an Urdu translation of the Early Years Development Instrument (EDI), this study assessed the developmental health and vulnerability of 9,372 kindergarten-aged children (Mean age = 6.2; SD = 1.1; 53.9 % female) in 397 schools in Karachi, Pakistan. We also examined differences in vulnerability in physical, social-emotional and cognitive domains based on the children’s gender, family income, and ethnic background. Results from logistic regression analyses revealed that 10 % of children were vulnerable in each developmental domain, and 28 % were vulnerable in one or more domains. Boys, children from low-income families, and children with ethnic minority backgrounds were more likely to be vulnerable in any of the domains. The findings highlight that children in our study who experienced social disadvantages were more likely to be developmentally vulnerable, which may negatively impact their further development and success in school. Our findings underscore the need for universal and targeted interventions to reduce childhood vulnerability in Pakistan. This includes supporting at-risk subgroups of children and promoting equity from an early stage in life.

评估和支持儿童早期发展是一项全球优先事项，然而，我们对包括巴基斯坦在内的中低收入国家（LMICs）幼儿发育健康的了解仍然有限。本研究使用乌尔都语翻译的早期发展工具（EDI），评估了9,372名幼儿园儿童(平均年龄= 6.2；Sd = 1.1；53.9%为女性)，在巴基斯坦卡拉奇的397所学校。我们还根据儿童的性别、家庭收入和种族背景，研究了他们在身体、社会情感和认知领域的脆弱性差异。逻辑回归分析的结果显示，10%的儿童在每个发展领域都很脆弱，28%的儿童在一个或多个领域都很脆弱。男孩、低收入家庭的孩子和少数民族背景的孩子在任何一个领域都更容易受到伤害。研究结果强调，在我们的研究中，经历过社会劣势的儿童更有可能成为发展弱势群体，这可能会对他们的进一步发展和在学校的成功产生负面影响。我们的研究结果强调，需要采取普遍和有针对性的干预措施来减少巴基斯坦儿童的脆弱性。这包括支持有风险的儿童亚群体，并从生命的早期阶段促进公平。

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引用次数: 0

Effects of a peer-mediated intervention on the language and socialization experiences and skills of preschool children 同伴中介干预对学龄前儿童语言和社会化经验及技能的影响

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-25 DOI: 10.1016/j.ecresq.2025.07.002

Laura M. Justice, G. Logan Pelfrey, Tiffany J. Foster, Matthew Brock, Hui Jiang

Isolation from the peer social network can contribute to numerous adversities for children over time. The Promoting Early Engagement, Relationships, and Socialization (PEERS) peer-mediated intervention was designed to address the specific needs of preschool-aged children who are experiencing social isolation in their classroom and who also exhibit relatively less-developed pragmatic language skills than their peers. The aims of the present study were twofold: (1) to assess the impacts of PEERS on socially isolated children’s interactions with their peers, position within the classroom social network, and social and language skills; and (2) to examine social network, social skills, and language outcomes for children who assisted teachers in implementing PEERS, whom we refer to as “buddies.” Participants included 75 preschool-aged children (25 isolates/50 buddies) in 25 classrooms randomized to treatment (n = 12) or business-as-usual control (n = 13). Results showed that the PEERS intervention significantly increased isolated children’s peer interactions and cooperative play, with trends in a positive direction for increased degree centrality. Positive impacts were also seen for two of four measured social-skills outcomes. Buddies in treatment classrooms showed greater gains on two measures of social skills and pragmatic language skills. Study findings suggest that peer-mediated intervention can have positive effects for both isolated target children and implementing buddies, but the mixed effects support the need for further investigation of peer-mediated interventions in preschool settings with larger samples.

随着时间的推移，与同伴社会网络的隔离可能会给孩子带来许多逆境。促进早期参与、关系和社会化（PEERS）同伴中介干预旨在解决学龄前儿童的特殊需求，这些儿童在课堂上经历社会孤立，并且比同龄人表现出相对较不发达的实用语言技能。本研究的目的有两个：(1)评估同伴对社会孤立儿童与同伴的互动、在课堂社会网络中的地位以及社交和语言技能的影响；(2)考察协助教师实施peer的儿童（我们称之为“伙伴”）的社交网络、社交技能和语言效果。参与者包括25个教室的75名学龄前儿童（25个孤立/50个伙伴），随机分为治疗组（n = 12）和正常对照组（n = 13）。结果表明，同伴干预显著提高了孤立儿童的同伴互动和合作游戏，并呈增加程度中心性的积极趋势。在四项被测量的社交技能结果中，有两项产生了积极影响。接受治疗的孩子在社交技能和实用语言技能两项指标上表现出更大的进步。研究结果表明，同伴介导的干预对孤立的目标儿童和实施伙伴都有积极的影响，但混合效应支持进一步研究同伴介导的干预在更大样本的学前环境中的必要性。

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引用次数: 0

Family processes of socializing young children’s persistence in challenging tasks among racial/ethnic diverse low-income families 不同种族/民族低收入家庭中幼儿坚持挑战性任务的社会化家庭过程

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-07-25 DOI: 10.1016/j.ecresq.2025.07.004

Wen Wang , Claire D. Vallotton , Ryan P. Bowles

This study examined how family processes related to the development of young children’s mastery motivation—specifically, their persistence in challenging tasks—vary across racial/ethnic groups in low-income families. We hypothesized that cumulative family hardships and subsequent parental distress would predict parents’ socializing behaviors (that is, autonomy supportiveness, cognitive stimulation, and intrusiveness) and, in turn, influence children’s mastery persistence. The sample was derived from the Early Head Start Research and Evaluation Study (N = 1,558, 51 % boys, 41 % White, 33 % Black, and 26 % Hispanic). Family circumstances were gathered at baseline, parental distress was interviewed at 24 months, and children’s persistence and parents’ socializing behaviors during challenging tasks were observed at 36 months. Results showed that, with the overall sample, the relation between cumulative family hardships and young children’s persistence was mediated through parental distress and observed parents’ cognitive stimulation. Both similarities and variations of the family process were found among the three racial/ethnic groups. Specifically, the mediating role of parental distress was identified only in Black families, but not in White or Hispanic families. Additionally, parental intrusiveness was related to low levels of child persistence only in White families, not in the other two racial/ethnic groups. The mediating roles of parents' autonomy supportiveness and cognitive stimulation were consistent across three groups. These results shed light on the importance of focusing on parents’ positive behaviors, especially cognitive stimulation, and highlighted the necessity of culturally responsive programs to help families foster their young children’s persistence in challenging tasks.

本研究考察了低收入家庭中不同种族/民族儿童掌握动机发展的相关家庭过程，特别是他们对挑战性任务的坚持。我们假设，累积的家庭困难和随后的父母痛苦会预测父母的社交行为（即自主支持、认知刺激和侵入性），进而影响儿童的掌握持久性。样本来自早期开端研究和评估研究（N = 1558, 51%的男孩，41%的白人，33%的黑人，26%的西班牙裔）。在基线时收集家庭情况，在24个月时采访父母的痛苦，在36个月时观察儿童在挑战性任务中的坚持和父母的社交行为。结果表明，在整体样本中，累积家庭困难与幼儿坚持的关系通过父母的痛苦和观察到的父母的认知刺激来中介。在三个种族/族裔群体中发现了家庭过程的相似性和差异性。具体来说，父母痛苦的中介作用仅在黑人家庭中被确定，而在白人或西班牙裔家庭中没有。此外，只有在白人家庭中，父母的侵入性与孩子的低水平坚持有关，而在其他两个种族/民族群体中则没有。父母自主支持和认知刺激的中介作用在三组间是一致的。这些结果揭示了关注父母积极行为的重要性，特别是认知刺激，并强调了文化响应计划的必要性，以帮助家庭培养幼儿对具有挑战性任务的坚持。

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引用次数: 0