Family socioeconomic status and Chinese preschoolers’ early academic skills: parenting style and self-regulation as sequential mediators

• Autores: Xiaoying Xia
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 48, Nº 1, 2025, págs. 137-164
• Idioma: inglés
• Títulos paralelos:
  • El nivel socioeconómico familiar y las competencias académicas tempranas de los preescolares chinos: el estilo de crianza y la autorregulación infantil como mediadores secuenciales
• Enlaces
  • Texto completo
• Resumen
  • español

    La relación entre el nivel socioeconómico familiar (NSE) y el rendimiento académico infantil está ampliamente documentada, pero muy pocos estudios se centran en la relación entre el NSE y el rendimiento incipiente de los preescolares chinos o en el mecanismo subyacente a través del cual el NSE familiar influye en las competencias académicas tempranas de estos niños. En este estudio se analizan las relaciones entre el NSE familiar y las competencias académicas incipientes de los preescolares chinos (lectoescritura y aritmética), así como el papel mediador del estilo de crianza (crianza autoritaria y/o autoritativa) y la autorregulación infantil en esta relación. Los participantes fueron 307 niños de cinco y seis años de edad, inscritos en cuatro centros de preescolar de Shanghái, China, así como sus progenitores. Los resultados del modelo de ecuaciones estructurales indican que: (1) el NSE familiar se relaciona positivamente con las competencias tempranas de lectoescritura y aritmética de los alumnos; (2) el estilo de crianza autoritativo media parcialmente la relación entre NSE familiar y las competencias infantiles de lectoescritura, mientras que el estilo autoritario no se identifica como mediador significativo en esta relación; y (3) el estilo de crianza autoritativo y la autorregulación infantil median secuencialmente la relación entre el NSE familiar y las competencias infantiles de lectoescritura y aritmética. Se discuten implicaciones y sugerencias para la educación infantil temprana.

  • English

    Family socioeconomic status (SES) has been widely reported to relate to children’s academic achievement, but limited research has focused on the link between SES and Chinese preschoolers’ early academic outcomes, or the underlying mechanism through which family SES influences children’s early academic skills. This study examined the relations between family SES and Chinese preschool children’s early academic skills (i.e., literacy and numeracy) as well as the mediating role of parenting style (i.e., authoritative and authoritarian parenting) and self-regulation in this association. Participants were 307 children aged 5–6 years old and their parents from four kindergartens in Shanghai, China. Results of structural equation modelling indicated that: (1) family SES was positively related to preschool children’s early literacy and numeracy skills; (2) authoritative parenting partially mediated the relation between family SES and children’s literacy skills; authoritarian parenting was not identified as a significant mediator in this relationship; (3) authoritative and children’s self-regulation sequentially mediated the relationship between family SES and children’s literacy and numeracy skills. Implications for early childhood education and suggestions for further studies were discussed.

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