This study investigated the mediating role of children's school liking between parent-child interactions and children's pre-academic skills. Specifically, parent-child interactions included frequency of mothers' and fathers' formal and informal home learning activities with children, as well as their autonomy support during these activities. Three hundred first-year kindergarteners were tested on two aspects of pre-academic skills, namely oral vocabulary and object counting, while their mothers and fathers reported parent-child interactions and children's school liking. Structural equation modeling showed that after controlling for demographic variables, mother-child informal learning activities and mothers' and fathers' autonomy support were positively linked to children's pre-academic skills via school liking. Father-child informal learning activities and mother- and father-child formal learning activities were not related to children's school liking nor to pre-academic skills. Our findings suggest that more coaching can be provided to parents on how to promote children's school liking and pre-academic skills.

本研究探讨了儿童学校喜好在亲子互动与儿童学前技能之间的中介作用。具体而言，亲子互动包括母亲和父亲与孩子进行正式和非正式家庭学习活动的频率，以及他们在这些活动中的自主支持。300 名一年级幼儿园儿童接受了学前技能两个方面的测试，即口语词汇和物体计数，而他们的父母则报告了亲子互动和孩子的学校喜好。结构方程模型表明，在控制人口变量后，母子非正式学习活动和父母的自主支持通过学校喜好与儿童的学前技能呈正相关。父子非正式学习活动和母子正式学习活动与孩子的学校喜好和学前技能无关。我们的研究结果表明，可以为家长提供更多关于如何提高孩子的学校喜好和学前技能的指导。