本文選題：嬰幼兒 + 教養(yǎng)信念�。� 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：隨著社會(huì)的發(fā)展,家長(zhǎng)帶嬰幼兒到早教指導(dǎo)中心參與親子課程,已經(jīng)成為其參與教養(yǎng)的一項(xiàng)重要環(huán)節(jié),反映出家長(zhǎng)對(duì)嬰幼兒發(fā)展的重視程度,而家長(zhǎng)的教養(yǎng)信念不僅會(huì)影響其教養(yǎng)行為而且會(huì)影響其嬰幼兒的發(fā)展。社會(huì)情緒能力是個(gè)體從自然人變成社會(huì)人的一項(xiàng)重要能力,在嬰幼兒時(shí)期開(kāi)始萌芽,并對(duì)嬰幼兒的各方面發(fā)展有著顯著影響。因此,本研究探究家長(zhǎng)參與親子課程的信念對(duì)其日常護(hù)理的教養(yǎng)行為的影響,以及教養(yǎng)信念和行為對(duì)嬰幼兒社會(huì)情緒能力的影響。本研究通過(guò)家長(zhǎng)填寫(xiě)問(wèn)卷的方式對(duì)270名家長(zhǎng)的教養(yǎng)信念、教養(yǎng)行為和其嬰幼兒社會(huì)情緒能力進(jìn)行評(píng)估。其中,采用自編的《家長(zhǎng)參與親子課程的信念問(wèn)卷》評(píng)估家長(zhǎng)對(duì)嬰幼兒發(fā)展重視程度的教養(yǎng)信念,采用《家長(zhǎng)教養(yǎng)行為問(wèn)卷》評(píng)估家長(zhǎng)對(duì)嬰幼兒的日常護(hù)理行為,以及采用《嬰幼兒社會(huì)情緒能力問(wèn)卷》評(píng)估嬰幼兒社會(huì)情緒能力。本研究,首先對(duì)家長(zhǎng)教養(yǎng)行為問(wèn)卷進(jìn)行驗(yàn)證性因子分析,最后形成的問(wèn)卷信效度良好;其次采用聚類(lèi)分析、方差分析、相關(guān)分析與回歸分析等方法進(jìn)行量化分析,得到以下結(jié)論:1、家長(zhǎng)教養(yǎng)信念分為忽略型、折中型和重視型三類(lèi)。2、家長(zhǎng)教養(yǎng)信念受經(jīng)濟(jì)收入的影響,重視型家長(zhǎng)比折中型家長(zhǎng)和忽略型家長(zhǎng)有更高的家庭經(jīng)濟(jì)收入。3、家長(zhǎng)教養(yǎng)行為處于中等偏上水平,受其教養(yǎng)信念影響。教養(yǎng)信念越高,教養(yǎng)行為越高。4、嬰幼兒社會(huì)情緒能力處于中等偏上水平,且受到自身月齡、性別和是否獨(dú)生子女的影響。月齡越大,社會(huì)情緒能力越高;女孩親社會(huì)同伴關(guān)系能力高于男孩;非獨(dú)生子女的注意力、移情能力和親社會(huì)同伴關(guān)系顯著高于獨(dú)生子女。5、嬰幼兒社會(huì)情緒能力受家長(zhǎng)教養(yǎng)信念的影響,折中型和重視型家長(zhǎng)的嬰幼兒社會(huì)情緒能力顯著高于忽略型家長(zhǎng)的嬰幼兒。6、家長(zhǎng)教養(yǎng)信念與教養(yǎng)行為顯著正相關(guān),且教養(yǎng)信念可以顯著預(yù)測(cè)教養(yǎng)行為。7、家長(zhǎng)教養(yǎng)信念和教養(yǎng)行為與嬰幼兒社會(huì)情緒能力呈顯著正相關(guān),家長(zhǎng)教養(yǎng)信念和行為對(duì)嬰幼兒社會(huì)情緒能力有顯著預(yù)測(cè)能力,其中教養(yǎng)信念可以預(yù)測(cè)依從性、模仿或游戲、求精動(dòng)機(jī);教養(yǎng)行為可以預(yù)測(cè)注意力、模仿或游戲、移情、親社會(huì)同伴關(guān)系。
[Abstract]:With the development of society, it has become an important link for parents to take infants and young children to the early education guidance center to participate in parent-child education, which reflects the importance that parents attach to infant development. Parents' parenting beliefs not only affect their upbringing behavior but also their infant's development. Social emotional ability is an important ability for individuals to change from natural person to social person. It starts to sprout in infancy and has a significant influence on all aspects of infant development. Therefore, this study explored the influence of parents' belief in parent-child curriculum on their daily nursing upbringing behavior, and the influence of parenting beliefs and behaviors on children's social emotional ability. This study assessed 270 parents' upbringing beliefs, upbringing behaviors and their social emotional abilities by filling out a questionnaire. Among them, the self-designed "Faith questionnaire for parents' participation in Parent-Child Curriculum" was used to assess parents' upbringing beliefs about the importance of infant development, and the "Parental rearing behavior questionnaire" was used to assess parents' daily nursing behavior for infants and young children. The social emotional ability of infants was evaluated by the questionnaire of Infant Social emotion ability. In this study, first of all, the parent rearing behavior questionnaire was analyzed by confirmatory factor analysis, and the reliability and validity of the questionnaire was good. Secondly, cluster analysis, variance analysis, correlation analysis and regression analysis were used to analyze the reliability and validity of the questionnaire. We get the following conclusion: 1. Parental rearing beliefs are divided into three types: neglect type, eclectic type and emphasis type. Parental rearing beliefs are affected by economic income. Compared with the middle and neglected parents, the parents of the emphasis type have higher family income. The upper-middle level of parental upbringing behavior is influenced by their upbringing beliefs. The higher the upbringing belief, the higher the upbringing behavior, the higher the social emotional ability of infants is, and influenced by their age, gender and whether they are only children. The older the age, the higher the social emotional ability; the higher the ability of pro-social peer relationship of girls is than that of boys; and the attention of non-only children. Empathy ability and pro-social peer relationship were significantly higher than those of only child .5.Infant social emotional ability was influenced by parental upbringing beliefs. The social emotional ability of infants of eclectic and attention-oriented parents was significantly higher than that of neglected parents. Parental rearing beliefs were positively correlated with upbringing behaviors. Parenting beliefs can significantly predict upbringing behavior. Parental parenting beliefs and rearing behaviors have significant positive correlation with infants' social emotional ability. Parental parenting beliefs and behaviors have significant predictive ability to infant's social emotional ability. Education belief can predict compliance, imitation or play, and refinement motivation; upbringing behavior can predict attention, imitation or play, empathy, pro-social peer relationship.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G78;B844.12

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