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1.
目前亲子互动研究成为一个非常重要的课题。父母冲突作为考察亲子互动关系的一个重要变量,逐渐成为研究者关注的重要问题。尽管20世纪70年代以来,国外已从某些角度揭示了父母冲突与儿童发展的关系,并在一定程度上探讨了父母冲突对儿童的影响。但我国目前还没有系统的儿童与父母冲突的研究。因此,从我国的具体情况入手探讨亲子冲突对丰富和发展儿童心理学的基本理论,全面了解并有效促进儿童发展具有重要的理论和实践意义。 相似文献
2.
国外关于亲子分享阅读及其影响因素的研究综述 总被引：1，自引：1，他引：1
亲子分享阅读是20世纪80年代以来国外关于儿童早期阅读研究的一个热点话题。国外已有研究表明亲子分享阅读有助于儿童语言能力的发展，其作用受到家庭经济文化背景、父母孩子互动质量、儿童自身特征及文章类型等因素的影响。国外已有研究有其不足之处。同时也预示了今后的发展趋势。 相似文献
3.
亲子关系研究的主要进展 总被引：12，自引：0，他引：12
亲子关系在国外研究较多,而我国尚处于起步阶段。本文探讨了国内外亲子关系研究在六个方面的主要进展,包括亲子冲突高发期、父母教养方式、亲子性别交互作用、社会经济地位、非典型家庭形态以及青少年犯罪等。并探讨了当前世界亲子关系研究的最新动向,提出了对我国本土化亲子关系研究的启示。 相似文献
4.
D Scott 《Child abuse & neglect》1992,16(3):345-358
Maternal suicide and infanticide are merely the extreme tip of the iceberg of psychological and social morbidity associated with post-partum depression. Despite research indicating an association between maternal depression and disturbed parent-child interaction, maternal depression has been largely ignored in the literature on child maltreatment and in child protection practice. Practitioners should be alert to the potential risks to the child associated with maternal depression. In cases where child abuse has occurred, they should consider the possibility that the mother is depressed and that this needs to be treated as a problem in its own right. In terms of prevention of child maltreatment, early identification of maternal depression is an important strategy in which primary health workers have an important role. This study investigates the feasibility of broadening the traditional infant health focus of the role of the Australian Maternal and Child Health Nurse or Public Health Nurse to encompass maternal emotional and social well-being. Using quantitative and qualitative methods, the conditions under which mothers would find this acceptable, and the factors that facilitate or constrain such role redefinition are analyzed. 相似文献
5.
采用自编的家庭环境调查问卷,对安徽省凤阳县1295名初三学生家庭环境状况与中考成绩进行调查,以考察家庭环境因素与学业成绩之间的关系,结果发现:家庭环境因素中家庭教育背景、家庭结构、家庭学习资源对学业成绩显著正相关;家庭教育态度中其父母参与度、支持度、亲子互动对学业成绩显著正相关,监管度对学业成绩显著负相关.家庭经济水平、家庭教育背景、家庭职业背景、家庭结构均可透过家庭学习资源间接影响学业成绩;而家庭经济水平、家庭教育背景、家庭结构又可透过家庭教育态度间接影响学业成绩,家庭学习资源和家庭教育态度是影响学业成绩的重要因素 相似文献
6.
7.
Weinberg NZ 《Journal of learning disabilities》2001,34(4):343-351
Reviews research on risk factors for adolescent substance use disorders (SUD) and discusses possible relationships between SUDs and learning disabilities (LD). Individual level factors (genetic, biologic, other familial, and psychiatric) emerge as very important in the risk equation, as well as the interaction between individual risk and environmental conditions. Commonalities between SUD risk and LD include prenatal substance exposure, family history of SUD, conduct disorder, social skills deficits, and academic failure; however, further research is needed to establish whether individuals with LD face a specific risk for SUDs, and if so, what the nature of that risk might be. 相似文献
8.
Gordon Tait 《Asia-Pacific Journal of Teacher Education》2001,29(1):93-102
Recent research has stressed the integral part played by teachers in both preliminary diagnosis and ongoing treatment of a range of conduct and personality disorders. Teachers are not only required to be aware of a variety of new categories of difference (attention deficit disorder, selective mutism, borderline personality disorder, antisocial personality disorder, to name but a few), but are also now lauded for extending the role of education into new areas of social management. This paper will take issue with this understanding on two counts: first, teachers have always sought to mould the personalities of students, and the pathologisation of specific forms of conduct is simply a new tactic within a very old and familiar strategy. Second, schools do not simply discover disorders such as ADD as objective facts of nature. Rather, they are part of the process through which such differences are created, and by which individuals can be more effectively governed. 相似文献
9.
Monja Schmitt M.A. 《Zeitschrift für Erziehungswissenschaft》2009,12(4):715-732
According to Coleman, social capital lies in the social relations between parents and children and constitutes a child’s social background in addition to the family’s human capital and economic resources. In this perspective, Coleman emphasizes the importance of social relations as an independent third factor for the acquirement of human capital. Considering the early selection into the different types of secondary education in the German educational system after fourth grade, not only effects of social relations at this decisive point in time are investigated, but also changes across time towards this transition. Therefore, using longitudinal data is of special advantage in this field of research, which is dominated by cross-sectional analyses. Applying multinomial logistic regression it is shown that structural aspects as well as process-related aspects of the parent-child-relation have a significant effect on academic achievement. Under this perspective indicators for school-related parent-child interaction are as important as everyday interaction. Additionally, positive change of school-related parent-child interactions affects academic achievement. 相似文献
10.
Predicting Behavior Problems in Children with Epilepsy: Child Factors, Disease Factors, Family Stress, and Child-Mother Interaction 总被引：4，自引：0，他引：4
This study examines the relative role of parent-child relationships, family stress, and disease factors in predicting behavior problems in children with epilepsy. It extends existing literature on parent-child relationships and behavior problems by examining children with biological risk. Child-mother interaction was observed for 51 children with epilepsy ages 7–13 years and related to teacher- and parent-reported behavior problems. Child's self-reliance correlated with parent-reported problems; expression of affect related to teacher-reported externalizing problems. A child self-reliance factor accounted for behavior problems after partialing age, gender, IQ, epilepsy variables, and family stress. The term child gender × quality of mother-child interaction predicted teacher-reported externalizing problems, with mother-child interaction correlated with behavior problems for boys. Child-parent relationships predict the development of behavior problems over and above the influence of disease-related factors, even for children at considerable biological risk. 相似文献
11.
亲子游戏是父母对孩子进行影响和情感交流的重要手段,亲子间开展亲子游戏是孩子运动、语言、认知、情感、创造力、社交等多种能力成长的关键。研究从亲子游戏研究的对象入手,发现家长角度的研究还处在参与度等基本问题上的探讨上,并未深入,而从幼儿园角度的研究非常缺乏。总结目前对亲子游戏的作用、种类、影响因素的研究,认为今后还应加强从幼儿心理角度对亲子游戏的研究,深入对亲子游戏类型模式开发的研究。 相似文献
12.
Victoria Ann Ward 《Irish Educational Studies》2014,33(4):489-512
Attention deficit hyperactivity disorder (ADHD) diagnosis rates have increased significantly in recent times. A teacher's role is crucial in determining if a child will be referred for an ADHD assessment. Teachers' opinions and observations are also required for and play a huge role in the actual assessment process. For this reason, their knowledge of ADHD is also an important part of this process. This research has measured, on a small scale, Irish primary schoolteacher's knowledge and conceptions about ADHD using the Knowledge of Attention Deficit Disorders Scale (KADDS) questionnaire. Ninety teachers participated in the research from 11 primary schools in County Clare. A quantitative method was utilised enabling the research to be comparable with other pieces of research using the same questionnaire. Data in relation to the teachers' professional background were also gathered in order to analyse significant differences based on a variety of factors. The results were analysed as prescribed in KADDS test manual using the statistical software package SPSS. This research shows that Irish primary schoolteachers are more knowledgeable in regards to ADHD symptoms and diagnosis than they are in the areas of associated features or treatments. It also shows that knowledge levels of Irish primary schoolteachers are higher than teachers in earlier research using the same questionnaire. 相似文献
13.
刘丹 《重庆职业技术学院学报》2012,(4):79-82
随着社会竞争的加剧,教育投入的增加,家长对亲子教育的需求不断提高。使得提升亲子教育机构教学水平成为学期教育研究的必要及当务之急。本文通过问卷调查．了解了家长对自身在亲子教育中所扮演角色的认识,及家长在实际的亲子活动中所采用的角色,通过对两者角色的对比,分析了亲子教育实践中家长角色的转化及其原因。并对亲子教育机构提出一些建议,希望有助于提高亲子教育机构的教学水平。 相似文献
14.
Our theme is that parent-child talk about the mental world plays a central role in the development of children's social understanding. This view is supported by Wittgenstein's argument that public criteria are necessary for learning the meaning of mental state terms. We propose that children, mainly in talk, learn the patterns of interaction that are criterial for the use of mental state terms. Two examples of empirical research illustrate this proposal. The first, a qualitative analysis of how criteria for psychological terms are displayed in mother-child talk, revealed that criteria were variously displayed and were presented in temporal, cause and effect sequences. The second, a quantitative analysis of key elements for understanding false beliefs present in mother-child talk, compared dyads in which children Failed (N = 14) or Passed (N = 10) false belief tests. In both Fail and Pass dyads, mothers elicited the vast majority of elements but produced about the same number as children. Only Pass children produced elements without mothers eliciting them. There were no instances of child-elicited/mother-produced elements. Overall, Fail children were less competent at recognizing and commenting on important aspects of a situation of false belief. We conclude that the development of talk and social understanding are inextricably intertwined. 相似文献
15.
OBJECTIVE: Parent-Child Interaction Training (PCIT), which uses a social learning framework, is a dyadic intervention that is designed to alter specific patterns of interaction found in parent-child relationships. Previous research suggests that maladaptive and high-risk characteristics found in maltreating parent-child dyads may be responsive to PCIT. The primary focus of this study is to examine the effectiveness of PCIT with maltreating parent-child dyads. METHODOLOGY: This study describes the effectiveness of PCIT with 136 biological parent-child dyads in which 66.9% (N=91) of the children had been maltreated. Of the 91 maltreated children, 64.8% (N=59) of the parents had maltreated their children, and were thus considered to be at high risk of repeating the abuse. RESULTS: Primary outcomes of this study show the following: (1) a decrease in child behavior problems, (2) a decrease in parental stress, and (3) a decrease in abuse risk from pre- to post-treatment for dyads with and without a history of maltreatment. CONCLUSIONS: Our results add to the body of research supporting PCIT as a promising intervention and as a means to aid both children and parents in high-risk families for maltreatment. 相似文献
16.
父母教养方式研究的新进展 总被引：5，自引：0，他引：5
父母教养方式是父母教养观念、教养行为及其对儿童情感表现的一种组合方式,反映了亲子交往的实质。本文从四个方面概括总结了该领域内研究的新进展:(1)研究范式从亲子单向决定观向亲子系统观转变;(2)研究方法从传统单一化向现代综合化转变;(3)研究内容从单纯类型化影响研究向影响教养方式的多因素研究转变;(4)研究重心由理论研究向应用研究转变。并就这些转变和已有研究带来的问题,提出了前景展望。 相似文献
17.
自育能力是指个人把自己作为教育对象,对自己进行教育的能力。自育能力是一个复杂的体系,是多种能力相互交叉作用于主体自身的结果,对学生不断发展自己和进行终身教育具有十分重要的作用。在学生自育能力的形成过程中家庭因素、社会因素、学校因素、个体因素起着至关重要的作用。 相似文献
18.
流动学前儿童家庭教育问题的研究——基于25户流动家庭的访谈调查 总被引：2，自引：0，他引：2
流动学前儿童家庭教育问题值得关注。本研究采用深度访谈、实地观察等研究方法,对已入园的流动学前儿童家庭教育进行了微观层面的研究。研究结果表明：流动学前儿童家庭在家庭教育意识、内容、方式、亲子互动和环境条件上存在多方面问题。在探讨这些问题存在的原因基础上,提出以下整改意见：家长需提高自身素质;幼儿园和社区应提供家教帮助和指导;政府应提供优惠政策和采取措施改善流动学前儿童生活环境,共同为流动学前儿童提供良好的家庭教育。 相似文献
19.
《Early education and development》2013,24(3):455-478
Our theme is that parent-child talk about the mental world plays a central role in the development of children's social understanding. This view is supported by Wittgenstein's argument that public criteria are necessary for learning the meaning of mental state terms. We propose that children, mainly in talk, learn the patterns of interaction that are criterial for the use of mental state terms. Two examples of empirical research illustrate this proposal. The first, a qualitative analysis of how criteria for psychological terms are displayed in mother-child talk, revealed that criteria were variously displayed and were presented in temporal, cause and effect sequences. The second, a quantitative analysis of key elements for understanding false beliefs present in mother-child talk, compared dyads in which children Failed (N = 14) or Passed (N = 10) false belief tests. In both Fail and Pass dyads, mothers elicited the vast majority of elements but produced about the same number as children. Only Pass children produced elements without mothers eliciting them. There were no instances of child-elicited/mother-produced elements. Overall, Fail children were less competent at recognizing and commenting on important aspects of a situation of false belief. We conclude that the development of talk and social understanding are inextricably intertwined. 相似文献
20.
教育期望是个体、父母或教师对学习者未来教育水平的预期,对学业表现与个体发展影响巨大。大量研究忽视了父母和子女之间教育期望差异的普遍存在,而相关差异极易造成个体欠佳的行为表现。本文基于2014—2015年“中国教育追踪调查”数据,采用最小二乘回归(OLS)、倾向得分匹配(PSM)和Bootstrap法中介效应检验,探究亲子教育期望偏差对青少年学业成绩的影响及作用机制。研究发现:亲子教育期望偏差显著负向影响青少年的学业成绩。以强烈的“望子成龙”心愿为典型表现的上偏型亲子教育期望偏差并不合理,对学业成绩有显著负向影响,而下偏型亲子教育期望偏差与学业成绩之间不存在显著关系。心理压力、学业负担和负向情绪在上偏型亲子教育期望偏差和学业成绩之间起部分中介作用。与女生相比,男生的学业成绩更易受到上偏型亲子教育期望偏差的负向冲击。基于此,提出形成适度教育期望、增进亲子沟通交流等对策建议。 相似文献