关键词: 童年期, 母亲教养方式, 学校适应

Abstract: This longitudinal study investigated maternal parenting style, children′s academic achievement and school ad?鄄justment from parent-reported questionnaires and teacher′s evaluation, aiming at examining the stability and vari?鄄ability of maternal parenting style from early childhood to middle childhood and the relationship between maternal parenting style in childhood and 11-year-old children′s academic achievement and school adjustment. The results indicated that gender effect of maternal parenting style was not significant at 2 years old, however, there were significant gender effects on the dimension of concern at 7 years old, and mothers′ concern for girls was signifi?鄄cantly higher than for boys. Maternal parenting style changed significantly on the dimension of concern and con?鄄trol from 2 to 7 years old, and mother′s control when children were 2 years old is significantly higher than when children were 7 years old, however, mothers′ concern for 7 years old was significantly higher than that for 2 years old. There was no significant change on other dimensions. Gender could predict 11-year-old children′s school adjustment problem. Mother′s control and encouragement of 2 years old could predict 11-year-old chil?鄄dren′s academic achievement, learning problem, shy-anxious, frustration tolerance, assertive social skills, and peer interaction significantly after controlling gender′s main effect. Mother′s concern and control of 7 years old could predict 11-year-old children′s academic achievement, learning problem, shy-anxious, frustration tolerance, as?鄄sertive social skills, and peer interaction significantly after controlling gender′s main effect.

Key words: childhood, maternal parenting style, school adjustment