Family Income, Parental Education and Chinese Preschoolers' Cognitive School Readiness: Authoritative Parenting and Parental Involvement as Chain Mediators

被引：11
|
作者：
Xia, Xiaoying [1 ]
机构：
[1] Shanghai Normal Univ, Sch Early Childhood Educ, Tianhua Coll, Shanghai, Peoples R China
来源：
FRONTIERS IN PSYCHOLOGY | 2022年 / 13卷
关键词：
family income; parental education; parenting style; parental involvement; cognitive school readiness; mediation; EARLY DEVELOPMENT INSTRUMENT; SOCIOECONOMIC-STATUS; MATHEMATICS ACHIEVEMENT; MATERNAL DEPRESSION; INVESTMENT MODEL; YOUNG-CHILDREN; SELF-EFFICACY; LITERACY; HOME; SKILLS;
D O I：
10.3389/fpsyg.2022.745093
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
This study examined the associations of family income and parental education with Chinese preschool children's cognitive school readiness and the sequential mediating role of parenting style (i.e., authoritative parenting) and parental involvement in these relations. A total of 307 5-6 years old kindergarten children from Shanghai, China and their parents participated in the study. Using structural equation modeling method, the results indicated that parental education was directly related to children's cognitive school readiness, while no direct relationship was found for family income. The link of parents' education with children's cognitive school readiness was sequentially mediated by authoritative parenting and home-based parental involvement. Authoritative parenting and parental involvement at home can be targeted by government administrators to effectively improve children's cognitive school readiness skills. The theoretical and practical implications were discussed.
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页数：12
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