母亲男孩偏好和亲子沟通的关系:子女性别的调节作用

doi:10.16187/j.cnki.issn1001-4918.2022.01.08

摘要/Abstract

摘要： 以653名小学五年级学生的母亲为被试，通过问卷法探讨了母亲男孩偏好和母子亲子沟通的关系，并考察子女性别在其中可能的调节作用。结果表明：（1）子女为非独生、流动儿童；受教育水平较低、家中有2个及以上孩子以及所测查的孩子排名第2及以上孩子的母亲具有较高水平的男孩偏好；（2）子女性别对于母亲男孩偏好和母子亲子沟通关系的调节作用显著。对女生而言，亲子沟通随着母亲男孩偏好的增加而显著下降；对男生而言，母亲男孩偏好并不能显著预测亲子沟通。结果揭示了母亲男孩偏好对于母女亲子沟通的负面影响，提示了在强调男女平等的背景下，男孩偏好依旧值得重视并着力改善，特别是在孩子人格塑造和习惯养成的关键时期，作为主要照料者的母亲更应得到关注。

关键词: 男孩偏好, 亲子沟通, 子女性别

Abstract: Son preference is a phenomenon in which parents prefer sons, breed more sons and invest more in sons. In present study, the mothers of 653 fifth grade students were surveyed in order to explore the relationship among son preference, parent-child communication and children's gender. Results are below:(1) Mothers of non-only and migrant children, with lower levels of education, more than 2 children in the family, and children ranked second and above with the children tested have higher levels of son preference; (2) Moderation modeling indicated that children's gender plays a significant moderating role in the relationship between mothers' son preference and the parent-child communication. Further simple slope test showed that for girls, parent-child communication showed a significant downward trend with the increase of mothers' son preference; for boys, mothers' son preference did not significantly predict parent-child communication. This moderating effect reveals the negative impact of son preference on daughters' parent-child communication, suggesting that in the context of emphasizing gender equality, son preference is still a noticeable phenomenon, especially in the key period of child personality and habit formation, mothers who are the primary caregivers deserve more attention.

Key words: son preference, parent-child communication, children's gender

中图分类号:

B844

刘春晖, 刘思佳, 郭筱琳, 罗良. 母亲男孩偏好和亲子沟通的关系:子女性别的调节作用[J]. 心理发展与教育, 2022, 38(1): 64-71.

LIU Chunhui, LIU Sijia, GUO Xiaolin, LUO Liang. Relationship between Mother's Son Preference and Parent-child Communication: The Moderating Role of Children's Gender[J]. Psychological Development and Education, 2022, 38(1): 64-71.

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