目的 探讨家长教育焦虑、养育倦怠、反思功能与幼儿情绪行为问题之间的关系,为幼儿情绪行为问题的预防及干预提供参考建议。方法 于2025年4月采用方便抽样法,以安徽省阜阳市7所幼儿园500名幼儿为研究对象,采用家长教育焦虑内容量表(PEACS)、简式中文版养育倦怠量表(S-PBA)、家长反思功能量表(PRFQ)、长处与困难问卷(SDQ)对幼儿家长进行问卷调查。结果 1)家长教育焦虑显著正向预测幼儿情绪行为问题(β=0.305,P<0.001);2)养育倦怠在家长教育焦虑与幼儿情绪行为问题之间起部分中介作用(β=0.052,95%CI:0.027~0.085),中介效应占总效应量的17.05%;3)反思功能在家长教育焦虑和养育倦怠之间起调节作用(β=-0.093,t=-2.503,P<0.05),且相较于高反思功能组(β=0.179,t=3.158,P<0.01),低反思功能组的预测作用更为显著(β=0.366,t=6.403,P<0.001)。结论 家长教育焦虑对幼儿情绪行为问题具有显著预测作用,养育倦怠在二者之间起部分中介作用,反思功能调节该中介模型的前半段。应通过纾解家长教育焦虑、降低养育倦怠风险、提升反思功能,以减少幼儿情绪行为问题的发生。
Abstract
Objective To explore the associations of parental educational anxiety, parental burnout, reflective functioning with emotional and behavioral problems in preschool children so as to provide recommendations for the prevention and intervention of such issues. Methods In April 2025, a convenience sampling method was used to recruit 500 parents of children from seven kindergartens in Fuyang, Anhui Province.The Parental Educational Anxiety Content Scale (PEACS), the ChineseShort version Parental Burnout Assessment (S-PBA), the Parental Reflective Functioning Questionnaire (PRFQ), and the Strengths and Difficulties Questionnaire (SDQ) were administered. Results 1) Parental educational parental anxiety significantly positively predicted preschool children's emotional and behavioral problems (β=0.305, P<0.001).2) Parental burnout partially mediated the relationship between educational anxiety and emotional and behavioral problems in preschool-age children (β=0.052, 95%CI: 0.027 - 0.085), accounting for 17.05% of the total effect.3) Reflective functioning moderated the relationship between parental educational anxiety and parental burnout (β=-0.093, t=-2.503, P<0.05), and the low reflective functioning group demonstrated a more significant predictive effect (β=0.366, t =6.403, P<0.001) compared to high reflective functioning group (β=0.179, t=3.158, P<0.01). Conclusions Parental educational anxiety significantly predicts emotional and behavioral problems in preschool children, with parental burnout serving as a partial mediator and reflective functioning moderating the first half of this mediation model.Interventions should focus on alleviating parental educational anxiety, reducing the risk of parental burnout, and enhancing reflective functioning to prevent and reduce emotional and behavioral problems in young children.
关键词
教育焦虑 /
养育倦怠 /
反思功能 /
情绪行为问题
Key words
educational anxiety /
parental burnout /
reflective functioning /
emotional and behavioral problems
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基金
安徽省高校哲学社会科学重点研究项目(2023AH052990、2024AH053001);安徽省高校优秀青年教师培育项目(YQYB2025116);阜阳幼儿师范高等专科学校人文社科重点研究项目(SK2025003、SK2025013)
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