When identifying parental socialization processes influencing children's reading achievement, building self‐regulation is a potential underlying mechanism. Yet socialization (i.e., warmth, stress) of self‐regulation may vary based on the sociocultural context of ethnic minority families. Using the ECLS‐K: 2011 (N = 17,020; M_Age = 73.43 mos, SD = 4.48 mos), we explored: (RQ1) Do kindergarten approaches to learning (ATL), a composite of self‐regulation behaviours in the classroom context, mediate the association between parental warmth and stress and first grade reading? and (RQ2) Is mediation moderated by race/ethnicity (White, Black, Hispanic, Asian)? ATL mediated the association between parental warmth and stress and reading, such that parental warmth contributed positively to reading through higher ATL, and parental stress contributed negatively to reading through lower ATL. However, the lack of moderation suggests that the adaptiveness of parental warmth and maladaptiveness of parental stress for children's reading through ATL may be similar across race/ethnicity. Findings inform intervention and practice targeting children's school readiness.

中文翻译：

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父母的温暖和压力通过学习方式对阅读的影响：种族/种族差异

在确定影响孩子阅读成绩的父母社会化过程时，建立自我调节是潜在的潜在机制。然而，根据少数族裔家庭的社会文化背景，自我调节的社会化（即温暖，压力）可能会有所不同。使用ECLS‐K：2011（N = 17,020; M _Age = 73.43 mos，SD= 4.48 mos），我们探索：（RQ1）幼儿园学习方法（ATL）是否是教室环境中自我调节行为的综合，是否可以调节父母的温暖和压力与一年级阅读之间的联系？（RQ2）调解是否由种族/民族（白人，黑人，西班牙裔，亚洲人）主持？ATL调节了父母的温暖与压力和阅读之间的关联，因此父母的温暖通过较高的ATL对阅读有正面影响，而父母的压力则通过较低的ATL对阅读有负面影响。但是，缺乏适度性表明，不同种族/族裔的父母温暖感和父母压力适应不良对儿童通过ATL阅读的适应性可能相似。调查结果为针对儿童入学准备的干预措施和实践提供了信息。