【摘要】 目的 探讨亲子互动水平与儿童青少年认知的关联。方法 数据来源于“2014年中国家庭追踪调查（CFPS）”，共纳入1 394名10～15岁儿童青少年。根据亲子互动水平三分位数将研究对象分为低水平(P₁～P₃₃)、中水平(P₃₄～P₆₇)和高水平(P₆₈～P₁₀₀)3组。采用多元线性回归分析探讨亲子互动水平与儿童青少年认知能力的关联，采用限制性立方样条模型分析亲子互动水平与儿童认知能力之间的剂量反应关系。结果 随着亲子互动三分位水平的升高，儿童青少年的认知能力（数学测试：10.45、10.90和11.08；词汇测试：21.17、21.56和22.47；标准化认知：0、0.08和0.16）呈现提升趋势（P均<0.001）。调整潜在协变量，多元线性回归分析结果显示：与低水平亲子互动组相比，高水平组与儿童青少年认知能力存在正向关联（数学测试：β=0.631,95%CI:0.139～1.123；词汇测试：β=1.296,95%CI:0.483～2.109；标准化认知：β=0.159,95%CI:0.065～0.252）。同时，限制性立方样条分析结果显示：亲子互动水平与儿童青少年认知能力存在正向线性关系（P<0.05）。结论 亲子互动水平与儿童青少年认知存在正向关联，并呈正向线性关系。提高亲子互动水平可能有助于促进儿童青少年认知能力的发展。更多还原

【Abstract】 Objective To explore the associations between parent-child interaction levels and cognitive development in children and adolescents.Methods Data were derived from the 2014 China Family Panel Studies（CFPS）, including 1 394 children and adolescents aged 10-15 years. Participants were divided into low-(P₁-P₃₃), medium-(P₃₄-P₆₇), and high-level(P₆₈-P₁₀₀) parent-child interaction groups based on tertiles. Multiple linear regression analysis was conducted to explore the associations between parent-child interaction levels and the cognitive ability of chillren and adolescents. Restrictive cubic spline model was performed to evaluate the dose-response relationships between parent-child interaction levels and cognitive development.Results Increasing tertiles levels of parent-child interaction levels were associated with higher cognitive performance in mathematics（10.45, 10.90, and 11.08）, vocabulary（21.17, 21.56, and 22.47）, and standardized cognition（0, 0.08, and 0.16）, showing an upward trend（all P< 0.001）. After adjusting for potential covariates, multiple linear regression analysis indicated a positive correlation between the high-level group and the cognitive ability of children and adolescents compared to the low-level parent-child interaction group: mathematics:（β=0.631, 95%CI: 0.139-1.123）, vocabulary（β=1.296, 95%CI: 0.483-2.109）, and standardized cognition（β=0.159, 95%CI: 0.065-0.252）. Restrictive cubic spline analysis confirmed a positive linear relationship（P <0.05） between parent-child interaction levels and cognitive ability in children and adolescents.Conclusions Higher parent-child interaction levels are positively associated with the cognitive development in children and adolescents, exhibiting a positive linear relationship. Enhancing the level of parent-child interaction levels may help to promote the development of cognitive abilities in children and adolescents.更多还原