家庭社經地位、父母教養行為對幼兒學習取向之影響

本研究旨在瞭解家庭社經地位、父母教養行為、幼兒園社經地位如何與幼兒學習取向相關聯，並考慮幼兒個人特徵。本研究將家庭社經地位作為結構指標，將父母教養行為作為過程指標，檢驗幼兒園社經地位對幼兒學習取向的直接影響及其對家庭結構和家庭過程指標的調節效果。本研究使用抽樣自寧波的33所幼兒園907名3-6歲幼兒，收集家庭社經地位、父母教養行為、幼兒園社經地位與幼兒學習取向的數據。幼兒父母填寫家庭背景以及教養行為問卷（APQ, Cova, Rincón, Grandón, Inostroza,2017），從四個構面評量父母教養行為：正向教養（RF）、父母參與（IP）、不一致管教（ID）和體罰（PP）。班級教師使用幼兒學習行為量表（PLBS, McDermott, Rikoon, Waterman, &Fantuzzo, 2012），從三個构面评量幼兒的學習取向：勝任動機（CM），學習策略（LS）和注意/堅持（AP）。階層線性模型分析的主要結論如下：一、家庭社經地位對幼兒學習取向具有顯著影響。在控制幼兒的性別、年齡下，家庭社經地位與幼兒學習取向之勝任動機、學習策略呈顯著正相關，與幼兒注意/堅持則未呈顯著相關。這表示家庭社經地位愈高，幼兒的勝任動機、學習策略愈佳。二、父母教養行為對幼兒學習取向具有顯著影響。在控制幼兒的性別、年齡及家庭社經地位下，父母教養行為中的正向教養與幼兒學習取向之勝任動機、學習策略呈顯著正相關，表示父母的正向教養愈高，幼兒的勝任動機、學習策略愈佳。父母教養行為中的體罰對幼兒學習取向之勝任動機、注意／堅持、學習策略均呈顯著負相關，表示父母的體罰行為愈高，幼兒的學習取向愈差。三、幼兒園社經地位未直接影響幼兒學習取向。在控制幼兒園所有權下，幼兒園社經地位對幼兒學習取向直接效果不顯著，表示幼兒園社經地位作為幼兒發展的脈絡變量，對幼兒學習取向發展產生間接影響。四、幼兒園社經地位顯著調節正向教養對幼兒學習取向的影響。在控制幼兒園所有權下，幼兒園社經地位顯著調節正向教養對幼兒勝任動機、學習策略的影響，在幼兒園社經地位和幼兒的注意／堅持之間則未達顯著調節。表示幼兒園社經地位增強正向教養對幼兒勝任動機、學習策略的正向影響。入讀高社經地位幼兒園增強了父母的正向教養對幼兒勝任動機和學習策略的積極影響，表明了“馬太效應”。幼兒最佳發展取決於家庭環境特徵和入讀幼兒園之間的適宜。

關鍵字

家庭社經地位；父母教養行為；幼兒園社經地位；學習取向

並列摘要

The purpose of this study was to understand the relationship between family socioeconomic status, parenting practices and preschool socioeconomic status, and preschool children’s learning approaches, and to considered the individual characteristics of preschool children. This study takes the family socioeconomic status as a structural indicator and parenting practices as a process indicator to examine the independent influence of the preschool socioeconomic status on the preschool children’s learning approaches and its moderating effect on the family structure and family process indicator. This study used 907 preschool children aged 3-6 years from 33 preschool sampled in Ningbo to collect data on the family socioeconomic status, parenting practices, preschool socioeconomic status, and preschool children’s learning approaches. Parents of preschool children filled in the family background and parenting practices questionnaire (APQ, Cova, Rincón, Grandón, Inostroza, 2017) and evaluated parenting practices from four dimensions: positive parenting (RF), parental involvement (IP), and inconsistent discipline (ID) and physical punishment (PP). Class teachers used the Preschool Learning Behaviors Scale (PLBS, McDermott, Rikoon, Waterman, & Fantuzzo, 2012) to assess the preschool children’s learning approaches from three dimensions: competence motivation(CM), learning strategy(LS), and attention/persistence (AP). The main conclusions of the hierarchical linear model analysis are as follows: 1.The family socioeconomic status has a significant impact on the preschool children’s learning approaches. Under the control of the preschool children’s gender and age, the family socioeconomic status has a significant positive correlation with the competence motivation and learning strategy of the preschool children’s learning approaches, and it has no significant correlation with the preschool children’s attention/persistence. This means that the higher the socioeconomic status of the family is, the better the preschool children’s competence motivation and learning strategy are. 2.Parenting practices have a significant impact on the preschool children’s learning approaches. Under the control of the preschool children’s gender, age, and family socioeconomic status, the positive parenting in parenting practices has a significant correlation with the competence motivation and learning strategy of the preschool children’s learning approaches. This means that the higher the positive parenting is, the better the preschool children’s competence motivation and learning strategy are. The physical punishment in parenting practices has a significant negative correlation with the competence motivation, attention/persistence, and learning strategy of the preschool children’s learning approaches. This means that the higher the parents’ physical punishment behavior is, the worse the preschool children’s learning approaches are. 3.The preschool socioeconomic status has no direct effect on the preschool children’s learning approaches. Under the control of preschool ownership, the preschool socioeconomic status has no significant direct effect on the preschool children’s learning approaches. It means that the preschool socioeconomic status serves as a context variable for the preschool children’s development and has an indirect effect on the development of the preschool children’s learning approaches. 4.The preschool socioeconomic status significantly moderates the influence of positive parenting on the preschool children’s learning approaches. Under the control of preschool ownership, the preschool socioeconomic status significantly moderates the influence of positive parenting on the competence motivation and learning strategy of the preschool children’s learning approaches, and there has been no significant moderate between the preschool socioeconomic status and children’s attention/persistence. It means that the preschool socioeconomic status enhances the influence of positive parenting on the preschool children’s competence motivation and learning strategy. Enrolling in preschool of high socioeconomic status has enhanced the positive influence of positive parenting on the preschool children’s competence motivation and learning strategy, and demonstrated the “Matthew effect”. The best development of the preschool children depends on the characteristics of the family environment and the appropriateness of entering a preschool.