| Under today’s educational concept of advocating deep learning and lifelong development,excellent approaches to learning is naturally the core motivation for all-round development of individuals.In the preschool stage,family education has a profound and comprehensive impact on approaches to learning in different forms at different times and spaces.For example,parents’ parenting pressure and their parenting behaviors have a subtle and lasting impact on preschoolers’ approaches to learning in a direct or indirect way.In addition,the number of mobile families in China is gradually increasing,but the gap in economic capital,cultural capital,and social capital between mobile families and local families has led to the special characteristics of their family education.Therefore,it is necessary to explore the relationship between parenting pressure,parenting style and preschoolers’ approaches to learning,and to explore the heterogeneity of family education in migrant families,and to propose related improvement measures based on the research results in order to reduce parenting pressure and improve parenting style to promote the development of preschoolers’ approaches to learning.This study used convenience sampling and objective sampling in kindergartens with a high concentration of mobile children in Guangzhou,Shenzhen,and Foshan to survey parents of local and mobile children in the kindergarten,and a total of 5047 valid questionnaires were returned.SPSS 24 and Mplus 8.3 were used to test for common method bias,descriptive statistics,independent sample t-test,correlation analysis,and regression analysis to understand the current status and interrelationships among parenting stress,authoritative parenting,and preschoolers ’ approaches to learning,and to establish structural equation models to test the mediating role of authoritative parenting and the moderating role of local/mobile families.In addition,a father from a local family,a mother from a local family,and a father from a mobile family and a mother from a mobile family were selected for interviews,in order to further understand the special situation of learning quality,parental pressure,and authoritative parenting of young children in mobile families from the interview results.The results of the study findings are as follows:(1)The level of parenting stress of parents in mobile families is higher than that of parents in local families,the level of authoritative parenting of parents in mobile families is lower than that of local families,and the level of preschoolers’ approaches to learning in mobile families is lower than that of young children in local families;(2)Parental parenting stress significantly and negatively influenced preschoolers ’approaches to learning;(3)Parental parenting stress significantly and negatively predicted authoritative parenting,and authoritative parenting significantly and positively predicted preschoolers ’approaches to learning,and there was a mediating effect of authoritative parenting between parental parenting stress and preschoolers’ approaches to learning;(4)The facilitative effect of authoritative parenting style on learning quality significantly differed between local and mobile families,i.e.,the two family types of local and mobile moderated the second half of the mediated pathway of authoritative parenting.Based on the results of the study,the community needs to help parents reduce the stress of parenting in order to create a good family education atmosphere,and encourage and support parents to implement authoritative parenting,thus promoting the positive preschoolers’ approaches to learning.In addition,special attention should be paid to the level and quality of family education for mobile young children,strengthen guidance on family education for the mobile population,help parents of mobile families deepen their awareness of parenting roles,enhance their confidence in parenting,and actively guide parents of mobile families to strengthen authoritative parenting,improve the quality of parent-child interaction,and promote the development of preschoolers’ approaches to learning. |
