ABSTRACT

The aim of this paper was to understand whether and to what extent parenting behaviors mediated the association between parental socioeconomic status (SES) and 8-year old children’s reading performance. The study used video recordings of parent–child interactions in Danish public schools while the child was assigned a difficult reading task (N = 122). Results showed that low-SES parents tended to get involved in their children’s problem-solving activities in unconstructive ways and that this type of involvement mediated one-third of the association between parental SES and reading performance after controlling for prior measures of children’s academic skills. These results may have important implications for understanding how parents can best assist – or not assist - children in developmental activities such as homework tasks and for interventions aimed at increasing the quality of the time low SES parents spend with their children.

摘要

本文的目的是了解养育行为是否以及在多大程度上调节了父母社会经济地位 (SES) 与 8 岁儿童阅读表现之间的关联。该研究使用了丹麦公立学校亲子互动的录像，而孩子被分配了一项困难的阅读任务（N = 122）。结果表明，低社会经济地位的父母倾向于以非建设性的方式参与孩子解决问题的活动，并且在控制了儿童学业技能的先前衡量标准后，这种类型的参与介导了父母社会经济地位与阅读成绩之间三分之一的关联。这些结果可能对理解父母如何最好地帮助或不帮助孩子进行家庭作业等发展活动以及旨在提高低 SES 父母与孩子相处的时间质量的干预措施具有重要意义。