家庭教育投入对儿童早期学业能力的影响:学习品质的中介作用

The Effect of Investment in Family Education on Preschoolers' Early Academic Skills: the Intermediary Role of Early Approaches to Learning

本研究对181名4．5～5．5岁儿童的语言和数学能力进行个体测查，由母亲报告家庭教育经济投入和时间投入的强度，并由母亲和教师分别评定儿童的学习品质。研究具体描述了儿童学习品质整体及各维度上的年龄和性别差异，并运用结构方程模型探讨了儿童学习品质在教育经济投入、时间投入与儿童早期学业能力关系中的中介作用。结果发现：（1）年龄较大儿童和女孩学习品质整体表现较好，特别在注意力、独立性和灵活性维度上。（2）学习品质在教育经济投入与学业能力的关系中发挥了完全中介作用，在教育时间投入与学业能力的关系中发挥了部分中介作用。

This study aims to explore preschoolers＇ approaches to learning （ATL）, by choosing 181 pre- schoolers aged 4.5 - 5.5 to test their literacy and math skills. Their mothers are to report their investment in family education and the time spent on family education, and the mothers and the teachers are to appraise the preschoolers＇ ATL. The study describes the children＇ s age and gender difference in all the dimensions of their ATL, and uses the structural equation model to probe into their ATL＇s intermediary role in the investment in fam- ily education, the time spent on family education, and their academic skills. The results show the following： （1） the preschool girls and the older preschoolers perform better on ATL, especially on attention, independence, and flexibility; （2） the preschoolers＇ ATL completely plays an intermediary role in the relationship between the in- vestment in family education and their academic skills, and partially plays an intermediary role in the relationship between the time spent on family education and their academic skills.