小学生学校适应的发展特点及其与父母教养方式关系的研究
The Characteristics of Children's Early School Adjustment and Relationship with Parenting Styles

通过对178名小学生两年的追踪研究,考察小学生学校适应的发展特点,并进一步探讨父母教养方式对学校适应及其发展变化的影响。采用多层线性模型(HLM)方法的分析结果发现:(1)一年级小学生第一学期末(T2)的同伴关系、学校态度和学业行为表现都较好,随着入学时间延长,同伴关系和学业行为呈上升趋势,而学校态度呈下降趋势;(2)父亲学历正向预测T2时的同伴关系和学校态度;家庭收入负向预测T2时的学校态度;权威教养方式正向预测T2时的学业行为;专制教养方式负向预测T2时的同伴关系和学业行为;(3)母亲学历显著正向预测同伴关系随时间变化的速度;权威教养方式显著正向预测同伴关系和学校态度随时间变化的速度。
The present longitudinal study examined the developmental characteristics of children's school adjustment and the effect of parenting style on children's school adjustment. One hundred and seventy-eight children and their parents, recruited from Beijing city in China，participated in the four-wave survey. Hierarchical Linear Modeling analyses revealed: (1)The three aspects of peer relationship, school attitude and academic behavior showed good in the first semester in elementary school. However, peer relationships and academic behaviors got better as times went by, but not in school attitude. (2) In the first semester in elementary school, Father's education was a positive prediction to peer relationships and academic behaviors. Family income was a negative prediction to school attitude. Authoritative parenting styles were positive predictions to academic behaviors, however, authoritarian parenting styles were negative predictions to peer relationship and academic behaviors. (3) Mother's education positively predicted the developmental trends of peer relationships. Authoritative parenting was positively associated with developmental trends of peer relationships and school attitude.