父母的自主权支持管理语言和儿童的科学,技术,工程和数学之间的关联在家里修补期间和之后谈话
Bianca M Aldrich1, Catherine A Haden1
1Department of Psychology, Loyola University Chicago, Chicago, IL 60626, USA.
Journal of experimental child psychology
|August 11, 2024
概括
在STEM活动期间,家长的自主支持语言鼓励儿童的科学,技术,工程和数学 (STEM) 谈话. 这种沟通方式促进了儿童对STEM学科的更大参与.
科学领域:
- 发展心理学 发展心理学
- 在STEM教育方面.
- 家庭研究 家庭研究
背景情况:
- 父母的沟通方式显著影响孩子的学业参与.
- 了解父母如何培养孩子对科学,技术,工程和数学 (STEM) 的兴趣,对于教育发展至关重要.
- 之前的研究已经探讨了家长的参与,但在解决问题活动中对话风格的具体影响需要进一步调查.
研究的目的:
- 分析家长的自主支持和指令语言与儿童的科学,技术,工程和数学 (STEM) 谈话之间的关系.
- 为了检查父母的谈话如何影响孩子在解决问题 (修补) 活动期间和之后的STEM参与.
- 研究父母语言和儿童STEM话语的时间动态.
主要方法:
- 时间序列分析被用来检查亲子互动.
- 在家庭修补活动中,通过Zoom观测了61个亲子二合体.
- 数据收集包括活动期间的观察,活动后的立即反思以及两周后的延迟回忆会.
主要成果:
- 在修补活动期间,增加父母自主权支持的STEM谈话与儿童在随后的几分钟内增加的STEM谈话有积极的相关性.
- 在回忆阶段,家长的自主支持也与孩子的STEM谈话有显著的关联.
- 导向家长语言并没有与儿童的STEM谈话显示出类似的积极关联.
结论:
- 父母自主支持的沟通是促进儿童参与科学,技术,工程和数学 (STEM) 话题的关键因素.
- 父母语言的风格,而不仅仅是内容,在鼓励孩子的STEM话语和兴趣方面发挥着至关重要的作用.
- 旨在促进STEM参与的干预措施应考虑培训父母以支持自主性的沟通策略.
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