父亲参与教养状况对学前儿童社会技能的作用

摘要/Abstract

摘要： 作为孩子成长的关键人物之一,父亲对儿童早期的社会性发展具有重要作用。本研究以184名学前中班儿童及其父母为被试,考察父亲参与教养的量(参与教养的时间)和质(积极教养行为)对儿童早期社会技能的作用。结果发现:(1)控制母亲积极教养行为以后,父亲参与教养时间仍显著预测儿童的社会技能,父亲积极教养行为的预测作用不再显著。(2)控制母亲积极教养行为后,父亲参与教养时间显著预测女孩的合作性、责任感、自我控制及总体社会技能,边缘显著预测男孩的主张性;父亲积极教养行为边缘显著预测男孩的主张性,对女孩各项社会技能的预测均不显著。(3)父亲参与教养时间显著预测母亲积极教养水平低组儿童的合作性、主张性、责任感、自我控制及总体社会技能,父亲积极教养行为边缘显著预测母亲积极教养低组儿童的合作性和总体社会技能。表明父亲参与教养对母亲消极教养具有缓冲作用,其中父亲参与教养时间的缓冲效应更明显。

关键词: 父亲参与教养时间, 父亲积极教养行为, 早期社会技能, 学前儿童

Abstract: Compared with mother, father play specific role on children's early social development. With 184 preschoolers aged about 60 months and their parents as the subjects, the present study investigated the impacts of quantity(father's time with child) and quality(positive parenting behaviors) of father's involvement on children's early social skills. Results showed that:(1) After controlling mother's positive behaviors, father's time with child still significantly predicted children's social skills, while paternal positive parenting behaviors did not.(2) After controlling for mother, father's time with child positively predicted girl's cooperation, responsibility, self-control and general social skills, while predicted boy's assertion marginal significantly. Paternal positive behaviors marginal positively predicted boy's assertion only.(3) Father's time with child predicted cooperation, assertion, responsibility, self-control and general social skills, and positive parenting behavior predicted cooperation and general social skills marginal significantly only when mother's positive parenting was lower than average, which indicated that father's involvement could buffer children's social skills against mother's inactive parenting.

Key words: father’s time with child, paternal positive parenting behaviors, early social skills, preschooler

中图分类号:

B844.1

刘丽莎, 李燕芳, 吕莹, 李艳玮. 父亲参与教养状况对学前儿童社会技能的作用[J]. 心理发展与教育, 2013, 29(1): 38-45.

LIU Li-sha, LI Yan-fang, LV Ying, LI Yan-wei. The Effects of Father’s Involvement and Parenting on Children’s Early Social Skills[J]. Psychological Development and Education, 2013, 29(1): 38-45.

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