家庭教养方式对儿童智力发育影响

Effect of familial parenting style on intelligence development of children

目的了解不同家庭环境教养方式对儿童智力发育的影响。方法随机抽样调查5~6岁儿童315人,采用不同年龄段韦克斯勒(WPPSI.C-WISC)智力量表进行智力测试,根据父母教养方式评价量表(EMBU)自行设计儿童行为调查问卷,由家长统一填写。结果教育方式不同,儿童智力发育水平差异明显;教育型家庭教养方式儿童智商发育水平较高,优秀率为59.52%,严厉型次之为33.33%,放任型最差为10.75%;不同教育方式,非智力问题发生率也明显不同,教育型、严厉型、放任型家庭教养方式儿童意志问题、情感问题发生率分别为62.39%、100.00%、91.76%,差异有统计学意义(χ2=35.47,P<0.001);教育型家庭父母文化程度与职业对儿童智力发育具有影响;多因素回归分析结果显示,影响儿童智力发育的因素主要有教育方式、父母文化程度和职业。结论不同家庭教养方式对儿童的智力发育存在明显影响,父母文化程度、职业是影响儿童智力发育的主要因素。

Objective To explore the effect of familial parenting style on intelligence development of children.Methods A total of 315 children aged 5 -6 years were randomly selected from 1 200 child^n undertaking intelligence development test at a maternal and child healthcare center）the intelligence of the children was measured with Wechsler Preschool and Primary Scale of Intelligence（WPPSI） and Chinese Wechsler Intelligence Scale for Children（C-WISC） and a self-designed parenting style questionnaire based on Egna Minnen Betraffande Uppfostran（EMBU） was completed by the parents of the children selected. Results The intelligence development was significantly different among the chil- dren with different parenting style）the children with educational parenting style had the highest excellence rate（59. 62% ） of intelligence quotient（ IQ）, followed by those with strict parenting style （34. 23 % ） and those with laissez-faire paren- ting style（ I0. 52% ）. The children with different parenting style showed significantly different prevalence of non-intelli- gence behavioral problems, with the prevalences of will- and emotion-related behavioral problems of 62. 39%, 100%, and 91.76% for the children with educational ,strict, and laissez-faire parenting style（ P 〈 0. 01 ）. Multivariate logistic regres- sion demonstrated that main influencing factors of intelligence development of the children included parenting style, pa- rental education and occupation. Conclusion Parenting style has obvious effects on intelligence development of children and the children with parents of low education are key groups for interventions on development and education.