母亲的受教育水平与儿童叙事能力的关系:语言支架的中介作用

Maternal Education Level and Narrative Competence in Children:the Mediating Effects of Maternal Verbal Scaffolding

目的:考察母亲的受教育水平对学前儿童叙事能力的影响以及母亲语言支架在其中的中介作用。方法:采用母亲受教育水平调查问卷、亲子自传叙事和亲子故事叙事任务,对213名学前儿童及其母亲进行施测。结果:1母亲受教育水平、母亲语言支架和学前儿童叙事能力三者间存在显著正相关。2母亲的受教育水平能够显著预测学前儿童的叙事能力,母亲语言支架在两者间有显著的中介效应。结论:母亲受教育水平通过母亲语言支架影响学前儿童的叙事能力。

Objective： To investigate the impact of maternal education level on narrative competence in children, and the mediating role of maternal verbal scaffolding in this relationship. Methods： Questionnaire of maternal education level, and narrative tasks were used to test 213 preschoolers aged 4 to 7and their mothers. Results： （1）Both maternal education level and maternal verbal scaffolding were positively correlated to children＇ s narrative competence. （2）Maternal education level significantly predicted children＇ s narrative competence. Maternal verbal scaffolding mediated the relationship between maternal education level and children＇ s narratives. Conclusion： Maternal education level indirectly affects narrative competence through maternal verbal scaffolding in children.