人际关系状况与学龄前流动儿童的问题行为  

The Influence of Parent-child Relationship and Teacher-child Relational Climate on Rural Migrant Children's Early Behavior Problems

作　　者：李燕芳[1,2,3] 刘丽君[1,2,3] 吕莹[1,2,3] 骆方[3,4] 王耘[1,2,3] 

机构地区：[1]北京师范大学脑与认知科学研究院 [2]北京师范大学认知神经科学与学习国家重点实验室 [3]北京师范大学中国基础教育质量监测协同创新中心 [4]北京师范大学心理学院,北京100875

出　　处：《心理学报》2015年第7期914-927,共14页Acta Psychologica Sinica

基　　金：教育部人文社会科学研究规划基金项目(14YJA190006);北京市社会科学基金青年项目(14JYC029);北京市社科联青年社科人才项目(2014SKL021)资助

摘　　要：以北京市40所幼儿园的336个班级的3430名儿童为被试,构建多层线性模型,分析亲子关系、班级师幼关系氛围对学龄前城市和流动儿童问题行为的影响。发现亲子冲突和班级师幼冲突氛围显著正向预测儿童的内、外向问题行为;班级师幼亲密和冲突氛围对城市儿童内向问题行为的预测作用相比流动儿童更大;班级师幼冲突氛围对亲子冲突高的流动儿童的外向问题行为的消极作用降低,高亲子亲密缓解了班级师幼冲突氛围对流动儿童内向问题行为的消极作用。In recent years, there has been a remarkable increase in rural migrant children with 0 to 5 years of age, which accounts for one third of all Chinese rural migrant children from 0 to 17 years of age. Previous studies regarding rural migrant primary/ secondary students consistently found that rural migrant children showed more frequent behavior problems, which were closely related to their relationships with parents and teachers. However, no empirical study to date has addressed the influence of adult-child interpersonal relationships on young rural migrant children＇s social behavior. To address this issue, the present study focused on a group of rural migrant children in kindergartens and examined the links between the parent-child relationship, the teacher-child relational climate（which was obtained by averaging teacher-reported ratings of teacher-child closeness and teacher-child conflict for all sampled children in each classroom）, and the young rural migrant child＇s problem behaviors. In addition, the interaction between parent-child relationship and teacher-child relational climate was investigated.The data were obtained from the Preschool Education Quality Evaluation Project that was conducted in one district in Beijing. Among 97 kindergartens in this project, the ones with at least 5 rural migrant children were selected, resulting in 40 kindergartens including 336 classes which were used to construct the classroom-level data. In each class, 40% of children were randomly selected. In total, 2894 urban children [Beijing urban household registration; M（SD）month age = 53.42（9.70）, range = 30~79 months old] and 536 rural migrant children [rural household registration outside of Beijing; M（SD）month age = 53.46（9.80）, range= 31~74 months old] constituted the participants in the present study. Children＇s primary caregivers reported mother and father＇s educational levels, family monthly income, child＇s age and gender, and parent-child relationships. One experienced teacher of each clas

关 键 词：亲子关系 班级师幼关系氛围 学龄前流动儿童 问题行为 

分 类 号：B844[哲学宗教—发展与教育心理学]