中国临床心理学杂志

母亲获得的社会支持与母亲参与教养对学前聋童叙事能力的影响

作者：王娟¹ 李昕¹ 陈世民²

单位：1. 江苏师范大学教育科学学院徐州 221116
2. 中国矿业大学文法学院徐州 221000

分类号：R395.6

出版年,卷(期):页码：2016,24(5):913-916

摘要：

目的：考察母亲获得的社会支持对聋童叙事能力的影响以及母亲参与教养在其中的中介作用。方法：采用社会支持问卷、母亲参与教养问卷和叙事任务，对122名4-6岁聋童及其母亲进行测查。结果：①母亲获得的社会支持、母亲参与教养和聋童叙事表现三者间存在显著正相关。②母亲获得的社会支持能够显著预测聋童的叙事表现，母亲参与教养在两者间有显著的中介效应。结论：在家庭教养中，母亲的社会支持通过母亲参与教养影响聋童的叙事能力。

Objective: To investigate the impact of maternal social support on deaf children's narrative competence, and the mediating role of maternal involvement of such effect. Methods: Social Support Rating Scale, Maternal Involvement Questionnaire and narrative tasks were used to test 122 deaf children aged 4 to 6 and their mothers. Results: ① Both maternal social support and maternal involvement were positively correlated to deaf children's narrative competence. ② Maternal social support significantly predicted deaf children's narrative competence. Maternal involvement mediated the relationship between deaf children's narrative competence and maternal social support. Conclusion: Maternal social support indirectly affected deaf children's narrative competence through maternal involvement in family environment.

基金项目：

国家社会科学基金教育学青年项目“汉语聋童的叙事特征及其叙事能力发展的干预研究”（CHA130165）

作者简介：

参考文献：

1 孙喜斌,于丽玫,曲成毅,等. 中国听力残疾构成特点及康复对策. 中国听力语言康复科学杂志,2008,27(2):21-24
2 Grindle CF, Kovshoff H, Hastings RP, et al. Parents' experiences of home-based applied behavior analysis programs for young children with autism. Journal of Autism & Developmental Disorders, 2008, 39(1):42-56
3 Sepa A, Frodi A, Ludvigsson J. Psychosocial correlates of parenting stress, lack of support and lack of confidence/security. Scandinavian Journal of Psychology, 2004, 45(2):169-179
4 Fivush R, Haden C, Reese E. Remembering, recounting, and reminiscing:The development of autobiographical memory in social context. In D. Rubin(Ed.), Reconstructing our past:An overview of autobiographical memory(pp. 341-359). New York:Cambridge University Press, 1996
5 Snow CE. Literacy and language:Relationships during the preschool years. Harvard Educational Review, 1983, 53(2):165-189
6 Turnbull AP, Turnbull HR. Families, professionals, and exceptionality:Collaborating for empowerment. Marrill, Prentice-Hall, Columbus, Upper Saddle River, New Jersey, 2001
7 Sandall SR. DEC recommended practices:a comprehensive guide for practical application in early intervention/early childhood special education. Division for Early Childhood (DEC) of the Council for Exceptional Children(CEC), 2005
8 Zigler E, Berman W. Discerning the future of early childhood intervention. American Psychologist, 1983, 38(38):894-906
9 Calderon R. Parental involvement in deaf children's education programs as a predictor of child's language, early reading, and social-emotional development. Journal of Deaf Studies & Deaf Education, 2000, 5(2):140-155
10 Musselman C, Kircaali-Iftar G. The development of spoken language in deaf children:Explaining the unexplained variance. Journal of Deaf Studies and Deaf Education, 1996, 1(2):108-121
11 Janjua F, Woll B, Kyle J. Effects of parental style of interaction on language development in very young severe and profound deaf children. International Journal of Pediatric Otorhinolaryngology, 2002, 64(3):193-205
12 Niparko JK, Tobey EA, Thal DJ, et al. Spoken language development in children following cochlear implantation. Jama the Journal of the American Medical Association, 2010,303(15):1498-1506
13 Moeller MP. Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 2000, 106(3):E43-E43
14 肖水源.《社会支持评定量表》的理论基础与研究应用. 临床精神医学杂志,1994,4(2):98-100
15 肖水源,杨德森. 社会支持对身心健康的影响. 中国心理卫生杂志,1987,1(4):184-187
16 郭育祺. 双薪家庭幼儿母亲知觉和保姆的养育参与、共养育及养育品质之研究. 硕士学位论文. 新北:天主教辅仁大学,2004
17 侯忠伟. 父母参与教养、共同教养与儿童行为的关系. 硕士学位论文. 济南:山东师范大学,2007
18 玛拉·克瑞克维斯基. 李季媚,方钧君,译. 多元智能理论与学前儿童能力评价. 北京:北京师范大学出版社,2002
19 温忠麟,张雷,侯杰泰,等. 中介效应检验程序及其应用. 心理学报,2004,36(5):614-620
20 Ingber S, AI-Yagon, M, Dromi E. Mothers' involvement in early intervention for children with hearing loss:The role of maternal characteristics and context-based perceptions. Journal of Early Intervention, 2010, 32(5):351-369
21 Brown PM, Bakar ZA, Rickards FW, et al. Family functioning, early intervention support, and spoken language and placement outcomes for children with profound hearing loss. Deafness and Education International, 2006, 8(4):207-226
22 Harrigan S, Nikolopoulos TP. Parent interaction course in order to enhance communication skills between parents and children following pediatric cochlear implantation. International Journal of Pediatric Otorhinolaryngology, 2002, 66(2):161-166
23 Calderon R. Parental involvement in deaf children's education programs as a predictor of child's language, early reading, and social-emotional development. Journal of Deaf Studies & Deaf Education, 2000, 5(2):140-155
24 Evans MDR, Kelley J, Sikora J, et al. Family scholarly culture and educational success:books and schooling in 27 nations. Research in Social Stratification & Mobility, 2010, 28(2):171-197
25 Sipal RF, Sayin U. Impact of perceived social support and depression on the parental attitudes of mothers of children who are deaf. Journal of Child & Family Studies, 2013, 22(8):1103-1111
26 Prater LP. Parent and family involvement in the education of children with special needs. International Encyclopedia of Education(Third Edition), 2010, 21(4):788-793
27 休厄德. 肖飞,等译. 特殊需要儿童教育导论. 北京:中国轻工业出版社,2007
28 黄晶晶,刘艳虹. 特殊儿童家庭社会支持情况调查报告. 中国特殊教育,2006,70(4):3-9

服务与反馈：

【文章下载】【加入收藏】