社会经济地位和学业成绩:通过家长和儿童的执行功能,发展途径
Nicholas E Waters1, Sammy F Ahmed2, Pamela E Davis-Kean3
1Indiana University, USA.
Journal of experimental child psychology
|June 27, 2025
概括
家长教育通过家长和认知技能影响早期的学业成绩. 这项研究揭示了关键途径,将社会经济因素与儿童的数学和阅读成功联系起来,为缩小成就差距提供了见解.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 社会经济学研究 社会经济学研究
背景情况:
- 在学业成绩方面,社会经济不平等是显著的.
- 以前的研究经常孤立儿童层面 (例如,执行功能) 或家庭层面 (例如,父母的影响) 的因素.
- 一个全面的理解需要整合这些因素来解释差异.
研究的目的:
- 检查整合的上下文和认知途径,将社会经济因素与早期学业成绩联系起来.
- 调查父母的教育和家庭收入如何与孩子的数学和阅读技能有关.
- 确定特定的机制,包括育儿和执行功能,这些关系中介.
主要方法:
- 这是一项前性纵向研究,涉及10个美国地区的1364名儿童.
- 同时检查儿童,家庭和社会经济因素.
- 统计分析控制混影响,以确定间接途径.
主要成果:
- 父母的教育,而不是家庭收入,通过母亲的敏感性,认知刺激和工作记忆间接预测数学成绩.
- 父母教育通过认知刺激和工作记忆间接预测了阅读成就.
- 父母教育还与通过认知刺激阅读和通过母亲敏感性通过数学有关,独立于孩子的执行功能.
结论:
- 早期学术技能的社会经济相关差异是由特定的上下文 (育儿) 和认知 (工作记忆) 机制解释的.
- 家长教育是一个关键的社会经济因素,通过这些确定的途径影响学术成就.
- 结果为有针对性的政策和干预提供了洞察力,以减少成就差距.
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