社会经济地位与儿童执行功能:父母教养方式的中介作用

目的:探讨小学中高年级儿童家庭社会经济地位、父母教养方式与儿童执行功能水平之间的关系。了解父母教养方式在家庭社会经济地位与儿童执行功能之间的作用。方法:应用方便取样在陕西省西安市招募243个家庭,最终获得有效样本237个,运用家庭社会经济地位调查表、中文版Buri父母权威问卷,执行功能神经心理测查(包括数字广度测验、连线测验和斯楚普色词测验)进行调查。结果:对于两个年级组的儿童,家庭社会经济地位与执行功能的关系存在差异。具体表现在,中年级组儿童家庭社会经济地位与父母教养方式的放任维度(r=-0.28,P0.05;r=-0.40,P0.01)和儿童认知灵活性、抑制控制呈负相关(r=-0.38,P0.01;r=-0.29,P0.05);高年级组儿童家庭社会经济地位与父母教养方式的父亲权威呈正相关(r=0.40,P0.01),与母亲专制呈负相关(r=-0.34,P0.05),而与儿童执行功能三成分得分均不存在相关。母亲放任在家庭社会经济地位对中年级儿童抑制控制的影响中起到了完全中介作用。结论:低社会经济地位家庭的母亲更多采取放任的教养方式对待并教养子女,进而阻碍了中年级组儿童抑制控制能力的发展。

Family Socioeconomic Status and Children's Executive Function:The Mediating Role of Parenting Style

Objective:To investigate the relationship among family’s socioeconomic status,parenting style and 3-6 graders'executive functions in primary school.Methods:A total of 237 families were recruited in this investigation. They were assessed with family Socioeconomic Status Questionnaire,parental authority questionnaire (PAQ)and neuropsychological tests about executive function such as digit span tasks,trail making tests (TMT)and Stroop Tests,which reflected abilities of working memory,cognitive flexibility and inhibitory control respectively.Results:① The family socioeconomic status scores were negatively correlated with the permissive score of PAQ (r=-0.28,-0.40;P<0.05),cognitive flexibility and inhibitory control score (r=-0.38,-0.29;P<0.05)in primary school students of grade 3-4.The family socioeconomic status scores had significant positive correlation with the authori-tative score of father (r=0.40,P<0.01),negative correlation with the authoritarian scores of mother(r=-0.34,P<0.05)and no correlation with the executive function scores in primary school students of grade 5-6;②The permis-sive score of mother played a completely mediating role in the relation between the family socioeconomic status scores and inhibitory control score in primary school students of grade 3-4.The proportion of mediation effect was 1 7%.Conclusion:Mother with lower socioeconomic status tends to indulge their children,which will undermine the development of inhibitory control in primary school students of grade 3~4.