PROCESS OF FATHERING: EFFECTS ON HIS CHILD'S COMPETENCE

父亲的过程：对孩子能力的影响

• 批准号: 2503567
• 负责人: BEVERLY I FAGOT
• 金额: $ 26.85万
• 依托单位: OREGON SOCIAL LEARNING CENTER, INC.
• 依托单位国家: 美国
• 财政年份: 1986
• 资助国家: 美国
• 起止时间: 1986-07-01 至 2000-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2503567
• 关键词: academic achievement; behavior prediction; behavior test; behavioral /social science research tag; child behavior disorders; child psychology; cognition; communication behavior; dyadic interaction; family structure /dynamics; human data; human subject; interview; maternal behavior; middle childhood (6-11); parent offspring interaction; paternal behavior; peer group; performance; personality; preschool child (1-5); problem solving; questionnaires

The first three years of the project concentrated upon a description of what fathers were doing within the family. Did the father have a direct effect on the child with his family management style, or was his effect indirect--through the mother? During the first 30 months of the project, we developed composites for family management variables, such as Discipline and Problem Solving, from the paper and pencil tasks and observations in the home. From our data, we concluded that the father's style of family management had a direct effect on child outcome measures. However, father-mother agreement had a direct effect, quite apart from the actual family management practices. We predicted poor child outcomes (problem behaviors, failures with peers, etc.) better than we predicted competency in children. In the second three years, we concentrated on parent instruction variables, examining microsocial data collected from a variety of laboratory tasks as well as from home observations. The components of parent instruction we chose to study were the rules systems laid down by the parents (cognition) the affect parents used in applying these rules (affect), and the responsiveness of the parent to the child when applying the rules (behavioral interaction). We studied children from 3 to 7 years of age. From our past studies, this appears to be the crucial time for parent teaching activities. In the next five years, we propose to examine parenting processes: One- parent, two-biological-parent, and divorced shared-custody families, all of whom have a child in the 5- to 8-year-old range, using the parenting composite and child outcome variables developed in the past six years. We have added measures of temperament and self-regulation so that we can examine child effects on the development of competence. We will be collecting three years of data, and will concentrate on analysis in the last two years.

该项目的前三年集中在描述 父亲们在家庭中的所作所为 他父亲有直接的 他的家庭管理方式对孩子的影响，或者说是他的影响 间接的通过母亲 在项目的头30个月里， 我们为家庭管理变量开发了复合材料，例如 纪律和解决问题，从纸和铅笔的任务， 在家里观察。 从我们的数据来看，我们得出结论， 家庭管理方式对儿童结局指标有直接影响。 然而，父亲和母亲的协议有直接的影响，除了 家庭管理的实际做法。 我们预测孩子的不良结果 （问题行为、与同伴的失败等）比我们预期的要好 儿童的能力。 在第二个三年，我们专注于家长指导 变量，检查微观社会数据收集的各种 实验室任务以及家庭观察。 的组件 我们选择研究的父母指导是由父母制定的规则系统， 父母（认知）在应用这些规则时使用的情感父母 （影响），以及父母对孩子的反应， 行为互动（Behavior Interaction） 我们研究了3到7岁的孩子 年龄。 从我们过去的研究来看，这似乎是一个关键时刻， 家长教学活动。 在未来五年，我们建议审查养育过程：一- 父母，两个亲生父母，和离婚的共同监护家庭，所有 其中有一个5到8岁的孩子， 过去六年来发展的综合和儿童结果变量。 我们 增加了对性情和自我调节的测量， 研究儿童对能力发展的影响。 我们将收集三年的数据，并将专注于 近两年的分析。