母亲受教育程度与学前儿童语言早期发展的meta分析  

A meta-analysis of maternal education and preschool children's early language development

作　　者：曹璟钰 王利刚[1,2] 陶婷 樊春雷[1,2] 高文斌 CAO Jingyu;WANG Ligang;TAO Ting;FAN Chunlei;GAO Wenbin(Institute of Psychology,Chinese Academy of Sciences,Beijing 100101,China;Department of Psychology,University of Chinese Academy of Sciences,Beijing 100049,China)

机构地区：[1]中国科学院心理研究所,北京100101 [2]中国科学院大学心理学系,北京100049

出　　处：《中国心理卫生杂志》2021年第12期1019-1024,共6页Chinese Mental Health Journal

基　　金：中国科学院专项基金(KFJ-FP-201906)。

摘　　要：目的:了解母亲受教育程度与学前儿童语言早期发展的meta分析。方法:检索中国知网、维普和万方数据库及外文数据库(ScienceDirect,Web of Science,EBSCO,Springer,PubMed,Cochrane library),收集并筛选相关文献进行meta分析。结果:共纳入12篇文献,样本总量为3625。母亲的受教育程度与学前儿童语言早期发展关系十分密切,效应值为0.45。结论:学前儿童语言水平与母亲的受教育程度存在相关,母亲受教育程度越高,学前儿童语言发展能力可能发展越好。Objective:To understand the meta-analysis of maternal education and early language development of preschool children.Methods:CNKI retrieval,Wanfang Database,SinoMed,CQVIP.com,PubMed,EMBASE,Cochrane,Web of Science and other databases.Results:Twelve papers were included,with a total sample size of 3625.Mother's education was most closely related to preschool children's early language development,with an effect value of 0.45.Conclusion:It suggests that preschool children's language level may be related to mother's education level,and the higher the mother's education level,maybe the better the preschool children's language development ability.

关 键 词：社会经济地位 语言发展 META分析 

分 类 号：B842.5[哲学宗教—基础心理学]