家庭社会经济地位对幼儿学习品质的影响：家长媒介干预的中介作用

钟典; 裘指挥; 范海霞; 钟羽

文章摘要

钟典，裘指挥，范海霞，钟羽.家庭社会经济地位对幼儿学习品质的影响：家长媒介干预的中介作用[J].陕西学前师范学院学报,2023,39(3):7-15

家庭社会经济地位对幼儿学习品质的影响：家长媒介干预的中介作用

The Influence of Family Socio-economic Status on Children’s Approaches to Learning : The Mediating Role of Parents’Media Intervention

投稿时间：2023-01-31 修订日期：2023-02-19

DOI：10. 11995/j. issn. 2095-770X. 2023. 03. 002

中文关键词: 家庭社会经济地位家长媒介干预方式幼儿学习品质中介作用

英文关键词: socio-economic status of the family parents’media intervention mode children’s approaches to learning intermediary effect

基金项目:宜春市社会科学研究“十四五”规划一般项目（22SK134）

作者	单位
钟典，裘指挥，范海霞，钟羽	1.宜春幼儿师范高等专科学校，江西宜春 336000；2.江西师范大学学前教育研究中心，江西南昌 330000； 3.广州开发区第二幼儿园，广东广州 510000

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中文摘要:

为探讨家庭社会经济地位对幼儿学习品质发展的影响及其作用机制，研究构建了一个中介模型，重点考察家长媒介干预在二者之间所起中介作用。研究结果表明：家庭社会经济地位、限制性干预、照看性干预、教育性主动干预、无目的性干预、幼儿学习品质发展两两显著相关，家庭社会经济地位能显著预测幼儿学习品质的发展，限制性干预、无目的性干预能显著预测幼儿学习品质的发展；限制性干预在家庭社会经济地位与幼儿学习品质发展之间起显著的中介作用。研究结果有利于从社会生态学的视角解释家庭社会经济地位与幼儿学习品质的关系，而且对引导家长合理地干预幼儿媒介的使用具有启示意义。

英文摘要:

To explore the influence of family socio-economic status on the development of children’s approaches to learning and its mechanism, a mediation model was constructed in this study, focusing on the intermediary effect of parent’s media interrention mode between the two variables. The results showed that family socio-economic status, restrictive intervention, caring intervention, active education intervention, aimless intervention and the development of children’s approaches to learning were significantly correlated. And family socio-economic status can significantly predict the development of children’s approaches to learning, while restrictive intervention and aimless intervention can significantly predict the development of children’s approaches to learning. Restrictive interventions play a significant intermediary role between family socio-economic status and children’s approaches to learning development. The results of the study are useful for explaining the relationship between family socio-economic status and children’s approaches to learning from the perspective of social ecology, and have implications for guiding parents to reasonably intervene children’s media using.

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