Does Early Paternal Parenting Promote Low-Income Children's Long-Term Cognitive Skills?
Does Early Paternal Parenting Promote Low-Income Children's Long-Term Cognitive Skills?
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DOI：
10.1177/0192513x11402175
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发表时间：
2011-11-01
影响因子：
1.7
通讯作者：
Carrano, Jennifer
中科院分区：
文献类型：
--
作者：
Coley, Rebekah Levine;Lewin-Bizan, Selva;Carrano, Jennifer
尽管学者和政策制定者预示了父亲养育子女的促进影响，但有限的研究仔细描绘了父亲养育子女对低收入家庭子女发展的影响，以及父亲的早期贡献是否具有长期的保护作用。使用来自三个城市的研究数据(N=261)，分析评估了父亲在童年早期的育儿实践是否与低收入儿童在童年中期的认知技能存在长期联系。结果发现，父亲热情而刺激的教育预示着孩子在童年中期阅读和数学技能的提高，而父亲严格的管教预示着阅读和数学技能的下降。这些联系独立于母亲的养育方式，并出现了控制一系列儿童和家庭特征的因素。父亲的养育方式和孩子的认知能力之间的关联在居民和非居民父亲以及非裔美国人和西班牙裔家庭中都是相似的。
Although scholars and policy makers herald the promotive influence of fathers' parenting involvement, limited research has carefully delineated effects of fathers' parenting on low-income children's development and whether early contributions from fathers confer long-term protective effects. Using data from the Three-City Study (N = 261), analyses assessed whether fathers' parenting practices during early childhood showed long-term links with low-income children's cognitive skills through middle childhood. Results found that fathers' warm and stimulating parenting predicted enhanced reading and math skills for children in middle childhood, whereas fathers' restrictive discipline predicted lower reading and math skills. These links were independent of mothers' parenting and emerged controlling for a range of child and family characteristics. Associations between fathers' parenting and children's cognitive skills were similar across both resident and nonresident fathers and across African American and Hispanic families.