育儿期父母幸福感调查

目的：了解云南部分地区育儿期父母主观幸福感状况。方法：采用主观幸福感问卷对400名育儿期父母的主观幸福感状况进行测评。结果：育儿期父母在满意度、积极情感维度得分差异具有统计学意义（P〈0.05）;不同组别主观幸福感得分比较,育儿期父母城乡间差异具有统计学意义（P〈0.05）;育儿期父母主观幸福感影响因素得分在性别、城乡差别、健康状况、受教育程度、人际关系、经济收入组别上的差异也具有统计学意义（P〈0.05）。结论：从调查的结果看育儿期父母主观幸福感处于中等偏上水平,应建造良好和睦家庭氛围,提高这时期父母主观幸福感。     

公共财政扶持民办教育发展的法规基础、局限与完善

公共财政扶持民办教育发展政策虽是新近才明确提出的,其法规基础却由来已久。站在时代发展的新高度,公共财政扶持民办教育发展的法规还存在着一定的局限性,体现为确定性的法律依据不足,法律操作性不强,政策规范性不够,法律问责机制不健全等,需要对其进行完善。     

祖父母参与儿童教养的基本情况及其特点

本研究选取301名3-5岁儿童的祖父母作为被试,考察祖父母参与儿童教养的基本情况及其特点.结果发现,祖父母对孙子女的教养支持行为最多,惩罚行为最少.祖父母与父母的关系、祖孙相处时间对祖父母的养育行为具有显著预测作用;祖孙相处时间对于祖父母对孙子女的心理压力具有显著预测作用;忽视型祖父母在四类祖父母教养方式中人数最多,溺爱型祖父母人数最少;祖父和祖母在教养方式上存在性别差异,祖母更多参与孙子女的教养,且更多指导型与溺爱型,祖父则更多采取专制型;祖父母的教养方式在不同儿童年龄上存在差异,随儿童年龄增长,采取溺爱和专制型教养方式的祖父母减少,而开始更多采取忽视型的教养方式.     

幼儿多元智能的发展特点及其与气质、父母教养方式的关系

本研究采用问卷法和测量法,以大连市某幼儿园104名3～5幼儿为被试,分析了幼儿多元智能发展的年龄差异和性别差异,并进一步探讨了幼儿多元智能发展与幼儿气质、父母教养方式之间的关系。结果表明3～5岁幼儿多元智能的发展存在年龄差异,幼儿的多元智能随年龄增长而逐渐发展,且该年龄阶段是多元智能发展的关键期;3～5岁幼儿空间智能发展的性别差异显著;3～5岁幼儿多元智能与气质、父母教养方式密切相关。气质特点不同的幼儿在多元智能的发展上呈现出不同的特点,父母教养方式也会影响幼儿多元智能的发展。     

师范类大学生人际信任与家庭教养方式相关研究

为了探讨师范类大学生人际信任与家庭教养方式的关系,采用人际信任量表和父母养育方式评价量表对四川师范大学150名师范生进行问卷调查,并采用SPSS13.0进行数据处理和相关分析.统计结果显示,当代师范类大学生人际信任水平显著低于理论中值水平,不同群体(文理、城乡、性别、是否独生子女)间师范生人际信任水平差异无统计学意义;当代师范类大学生的家庭教养方式总体比较科学;当代师范生的人际信任与母亲的部分教养方式相关显著.     

福利多元主义视角下日本育儿支持体系的重构及其启示

20世纪70年代以来,为应对少子化压力,日本基于福利多元主义的视角,对其传统的以国家提供为主、体现"家庭主义"特点的育儿支持体系进行了重大改革,逐步转为在政府引导下,由社区、市场、民间组织等多部门共同协作为家庭提供育儿支持,这有效地缓解了家庭育儿压力。当前我国家庭在育儿方面缺乏政府与社会的各方支持。借鉴日本的改革经验,我国应加强顶层设计,健全相关法律体系和机构部门;发挥市场作用,发展多样化托育服务,满足不同家庭的需求;推动社区及社会组织参与育儿服务,创建有利于育儿家庭的社会支持环境;重视家庭的不可替代作用,实现社会多元支持下的"再家庭化"。     

Parenting priorities and pressures: furthering understanding of ‘concerted cultivation’

This paper re-examines the purposes of a planned and intentional parenting style – ‘concerted cultivation’ – for different middle-class groups, highlighting that social class fraction, ethnicity, and also individual family disposition, guides understandings of the purposes of enrolling children in particular enrichment activities. We examine how parents and their children engage in extra-curricular activities for instrumental reasons with a view to securing skills, qualities and distinction for the future. Additionally, however, enrichment activities are understood as offering present-day values such as enjoyment, social bonding and purposeful activity. The paper also highlights that current policy and broader commercial discourses call for the increased responsibilisation and intensification of parenting, which means that ‘good’ parents are required to ‘buy into’ extra-curricular activities for their children, with concomitant implications for those whose access to activities is limited by economic circumstance.     

Turkish prospective early childhood teachers’ emotional intelligence level and its relationship to their parents’ parenting styles

The current study explored Turkish prospective early childhood teachers’ emotional intelligence scores in order to determine whether levels indicated differentiations according to grade level, and parenting style. Participants responded to the Turkish version of the Parenting Style Inventory and Emotional Intelligence Scale (EIS). EIS also contains the Perception of Own Emotions (POE), Understanding Others’ Emotions (UOE) and Regulating Emotions (RE) subscales. Study findings revealed that participants had moderate scores on the POE, UOE, and RE subscales and for whole emotional intelligence. Significant differences in total emotional intelligence and some subscales were found among grade levels and parenting styles. However findings showed that prospective teachers’ EI level did not increase as their professional education level increases. Also, prospective teachers with neglecting parents obtained the lowest mean scores from the total scale and every subscale for EIS. The study concluded that teacher education programs should support emotional development too.     

Moving Developmental Constructs across Cultural Boundaries： Lessons from Cross-Cultural Research on Attachment and Parenting Styles

Increasingly, investigators have been asking the question： Are psychological constructs developed among Americans relevant or adequate for understanding Asians？ Two examples from developmental research （i.e., attachment, authoritative and authoritarian parenting styles） were used to answer this question. The evidence for and against the relevance and adequacy of these constructs for understanding Asian parenting and child development was described. The gaps that still exist in answering this question as well as implications for developing grand theories of socialization and development were discussed.     

探索不同文化背景下儿童眼中“虎妈”的意义

儿童的自然成长具有普遍一致的规律,而我们在寻求发展客观规律的同时也不得不考虑文化教育的影响。本文从发展心理学的研究角度,探讨儿童在父母教养和社会文化环境中社会心理调整和学业努力的特征,以期建立适当的文化环境来促进青少年的发展。研究中,我们调查了中美两国儿童对其父母权威和父母教养实践的感知,并分析了儿童解释父母采取如此的实践的原因。基于父母教养方式的跨文化研究,理解在不同文化背景下儿童的社会心理与生活体验相互作用的意义,以进一步探索儿童在社会文化环境中的自主与调节。