家庭社会经济地位对幼儿词汇理解的影响：多重中介效应分析

摘 要 目的：探讨家庭阅读环境（HLE）和电子媒介暴露在家庭社会经济地位（SES）和幼儿词汇理解间的中介作用。 方法：使用家庭基本信息调查表、家庭阅读环境问卷、皮博迪图片词汇测验对278名幼儿及其父母进行调查。 结果：（1）SES、HLE各维度（除hle5）与词汇理解呈显著正相关；电子屏幕使用时间与SES、HLE各维度和词汇理解呈显著负相关；（2）HLE和电子屏幕使用时间分别在SES和母亲受教育水平与幼儿词汇理解间起链式中介作用。 结论：HLE和电子屏幕使用时间在SES和幼儿词汇理解间起中介作用。

The Relationship between Family Socioeconomic Status and Child Word Comprehension: Analysis of the Multiple Mediating Effects

Abstract The language ability of preschool children is the basis for the development of their learning ability and can predict their academic achievement effectively in the future. Socioeconomic Status (SES), one of the family environment components that children are exposed to, is an important indicator for predicting differences in individual development. Based on the previous researches, SES had a significant influence on children's language development, especially in word comprehension. However, the mechanism that SES affects language development is not clear. Some researchers have pointed that cognitive stimulation provided by parents may be a significant mediator. With the advent of the digital age, cognitive stimulation related to children's learning in the family is changing. The home literacy environment（HLE）and electronic media exposure are important cognitive stimulation in the most families. Previous?researches?had?found that HLE and electronic media exposure can affect the development of children's language. It is worth exploring whether they work independently or in tandem. This study tried to explore the multiple mediating roles of HLE and electronic media exposure in SES and children’s word comprehension. In addition, maternal education level may have a more potent influence than income on children’s word comprehension. So the current study would further explore the mediating role of HLE and electronic media exposure between the maternal education level and the word comprehension. The participants in the current study were consisted of 278 children (girls = 141, boys= 130, missing value = 7) from four kindergartens in Beijing. The family information questionnaires were used to measure parents’ education level, income and the total time of children using electronic media. The Home Literacy Environment Questionnaire was used to measure the quality of home literacy environment. The Peabody Picture Vocabulary Test was used to assess children’s word comprehension score. The main results were as follows: (1) SES, HLE dimensions (except hle5) and word comprehension were positively correlated, and SES, HLE dimensions and word comprehension were negatively correlated with electronic screen time. (2) HLE could mediate the association between SES and child word comprehension, and SES had an indirect significant effect on word comprehension through the chain mediation of HLE and electronic screen time. In this composited model, χ2 = 55.00, df = 28, p < .01, CFI = .96, TLI = .93, RMSEA = .07, which indicated that the model is fitted well. (3) HLE also played a mediating role in association between maternal education level and children’s word comprehension, and maternal education level also had an indirect significant effect on word comprehension through the chain mediation of HLE and electronic screen time. In this composited model, χ2 = 51.13, df = 28, p < .01, CFI = .96, TLI = .94, RMSEA = .06, which indicated that the model is fitted well, too. The present study concluded that HLE and electronic screen time played multiple mediating effects in the associations between SES and children’s word comprehension, HLE could act as a mediator alone, or played a chain intermediary role with the electronic screen time.