权威与专制教养同低年级小学生认知过程的交叉滞后分析  

Cross-lagged Analysis of the Relationship Between Authoritative and Authoritarian Parenting and the Cognitive Processes of Lower Elementary Students

作　　者：徐洁[1] 蔡丹[1] XU Jie;CAI Dan(School of Psychology,Shanghai Normal University,Shanghai,200234)

机构地区：[1]上海师范大学心理学院,上海200234

出　　处：《现代基础教育研究》2024年第3期165-171,共7页Research on Modern Basic Education

摘　　要：为考察父母权威与专制教养方式同低年级小学生计划—注意—同时性加工—继时性加工(PASS)认知过程之间的双向关系,对二、三年级共113名小学生的认知过程及家长的教养方式进行为期一年两次的追踪测查,结果表明:权威教养与低年级小学生PASS认知过程不存在双向预测关系,专制教养与PASS认知过程之间存在负向的双向预测关系。专制教养会使儿童认知发展受到负面影响,儿童认知发展较差又会导致父母采用专制教养方式。基于此,父母应采用温暖、积极的养育行为,为儿童的认知发展提供家庭支持。To investigate the bidirectional relationship between parental authoritative and authoritarian parenting styles and the Planning-Attention-Simultaneous-Successive(PASS)cognitive processes of lower elementary students,a one-year twice follow-up study was conducted on the cognitive process of 113 second and third-grade students and the parenting styles of their parents.The results indicate that authoritative parenting does not have a bidirectional predictive relationship with the PASS cogni-tive processes of lower elementary students,whereas authoritarian parenting has a negative bidirectional predictive relationship with these cognitive processes.Authoritarian parenting can negatively affect children’s cognitive development,and poor cogni-tive development in children leads to the adoption of authoritarian parenting.Based on these findings,parents are encouraged to adopt gentle and positive parenting behaviors to provide family support for their children’s cognitive development.

关 键 词：权威教养 专制教养 PASS认知过程 交叉滞后分析 儿童 

分 类 号：G622.0[文化科学—教育学]