家庭社会经济地位与幼儿学习品质:有调节的中介效应模型

Family Socioeconomic Status and Early childhood Learning Quality:the Mediating Role of Educatio Involvement

为了更有利于推进学前教育阶段家园共育的实施,培养适应时代发展的人才,实现教育质量的提升,促使教育公平真正得以体现,需要关注父母教育卷入的中介作用问题,进一步探究师幼关系对此中介效应的调节效应。本研究以西南地区与西北地区5所幼儿园的932名幼儿为研究对象,在测量家庭社会经济地位、幼儿学习品质、父母教育卷入和师幼关系的基础上,通过构建结构方程模型深入探讨上述关系问题,研究结果显示:家庭社会经济地位能正向显著预测幼儿学习品质;父母教育卷入体现为部分中介作用,即在家庭社会经济地位与幼儿学习品质之间具有中介作用;师幼关系调节父母教育卷入影响幼儿学习品质的后半段路径;家庭社会经济地位对幼儿学习品质存在显著影响,师幼关系只有在良好或是一般的情况下具有缓释作用。

In order to promote the implementation of home-kindergarten co-education in the preschool education stage,cultivate talents who adapt to the development of the times,improve the quality of education,and promote the real embodiment of educational equity,it is necessary to pay attention to the mediating role of parental education,and further explore the moderating effect of teacher-child relationship on this mediating effect.In this study,932 children from 5 kindergartens in Southwest China and Northwest China were taken as the research subjects,and on the basis of measuring family socioeconomic status,children's learning quality,parental education involvement and teacher-child relationship,the above relationship issues were explored by constructing a structural equation model,and the results showed that:family socioeconomic status could positively and significantly predict children's learning quality;the involvement of parents in education is partially mediated,that is,it has a mediating role between family's socioeconomic status and children's learning quality;the teacher-child relationship moderates the second half of the path of parental education involvement affecting children s learning quality;family socioeconomic status has a significant impact on children's learning quality,and the teacher-child relationship has a mitigating effect only under good or average circumstances.