学龄前儿童情绪能力与家庭养育环境的相关性  

Correlation analysis between preschool children's emotional competence and home-rearing environment

作　　者：夏小飞 WEI Hui Suan 黄波[1] 谢午阳 王梁 XIA Xiaofei;WEI Hui Suan;HUANG Bo;XIE Wuyang;WANG Liang(School of Physical Education,Shangrao Normal University,Shangrao(334001),Jiangxi Province,China;不详)

机构地区：[1]上饶师范学院体育学院,江西334001 [2]马来西亚城市大学教育学院 [3]赣南医学院康复学院

出　　处：《中国学校卫生》2024年第2期248-252,共5页Chinese Journal of School Health

基　　金：江西省社会科学基金2021年青年项目(21TY19)。

摘　　要：目的了解上饶市学龄前儿童情绪能力与家庭养育环境的相关性,为促进儿童情绪能力发展、改善家庭养育环境提供决策支持。方法于2022年12月采用分层整群随机抽样法,抽取上饶市10所幼儿园3~6岁儿童共1242名进行回顾性调查研究,采用儿童情绪调节量表学前版(CEAS-P)、3~6岁儿童家庭养育环境量表对学龄前儿童家长进行问卷调查。采用t检验进行差异性检验,采用Spearman相关分析和多元线性回归对学龄前儿童情绪能力影响因素进行分析。结果学龄前儿童情绪能力得分在人口统计学指标年龄、户籍所在地、健康状况、是否独生子女上的差异均有统计学意义(F/t值分别为5.98,6.56,38.00,2.23,P值均<0.01)。学龄前儿童的情绪能力与家庭养育环境存在正相关(r=0.62,P<0.01)。多元线性回归分析显示,家庭养育环境中活动多样性/游戏参与、社会适应/自我管理、情感温暖/自我表达是儿童情绪能力正向预测因素(β值为0.30,0.28,0.16),忽视/干涉/惩罚为负向预测因素(β=-0.09)(P值均<0.05)。结论家庭养育环境是学龄前儿童情绪能力的相关因素,可从丰富家庭活动和游戏、加强儿童的自我适应和管理、给予温暖和让儿童表达,减少对儿童忽视、干涉、惩罚等具体养育举措入手改善其情绪能力。Objective To analyze the correlation between preschool children's emotional competence and home-rearing environment in Shangrao City,so as to provide support for improving children's emotional competence development as well as their homerearing environment.Methods A total of 1242 children aged 3-6 years old from 10 kindergartens in Shangrao City were retrospectively investigated by stratified cluster random sampling method in December 2022,and the Children's Emotional Adjustment Scale-Preschool Version(CEAS-P)and the Home Nurture Environment Scale for children aged 3-6 were surveyed on parents of preschool children.The t-test was used to test the difference,Spearman correlation analysis and multiple linear regression were used to analyze the influencing factors of preschool children's emotional competence.Results There were significant differences in emotional competence scores of preschool children for demographic indicators including age,place of residence,health status and whether they were only children(F/t=5.98,6.56,38.00,2.23,P<0.01).The emotional competence of preschool children was positively correlated with the home-rearing environment(r=0.62,P<0.01).Multiple linear regression analysis showed that diverse activities/play participation,social adaptation/self-management,and emotional warmth/self-expression in home-rearing environment were positive predictors of children's emotional ability(β=0.30,0.28,0.16),while neglect/intervention/punishment were negative predictors(β=-0.09)(P<0.05).Conclusions The home-rearing environment is a factor related to young children's emotional competence.It is suggested specific parenting initiatives such as enriching family activities and play,strengthening children's self-adaptation and management,giving warmth and let children express emotions,and preventing child neglect,interference and punishment should be conducted to improve children's emotional competence.

关 键 词：情绪 家庭 教育 环境 精神卫生 回归分析 儿童 学龄前 

分 类 号：B844.1[哲学宗教—发展与教育心理学] G78[哲学宗教—心理学] R179[文化科学—教育学]