PROCESS OF FATHERING: EFFECTS ON HIS CHILD'S COMPETENCE

该项目的前三年集中于对 父亲们在家里所做的一切。这位父亲有没有直接 影响孩子的是他的家庭管理方式，还是他的影响 间接的--通过母亲？在项目的前30个月， 我们开发了用于家庭管理变量的组合，例如 纪律和解决问题，从纸和铅笔任务和 在家中观察。根据我们的数据，我们得出结论，这位父亲 家庭管理方式对儿童结局测量有直接影响。 然而，父母亲的协议产生了直接的影响，除了 实际的家庭管理实践。我们预测了孩子们糟糕的结果 (问题行为、同级故障等)比我们预想的要好 儿童的能力。 在后三年，我们专注于家长指导 变量，检查从各种不同的 实验室任务以及来自家庭的观察。的组件 我们选择研究的家长指令是由以下机构制定的规则体系 父母(认知)父母在应用这些规则时所使用的影响 (影响)，以及申请时父母对孩子的反应 规则(行为交互)。我们研究了从3岁到7岁的儿童 年纪大了。从我们过去的研究来看，这似乎是 家长教育活动。 在未来五年，我们建议研究为人父母的过程： 父母、双亲和离婚的共同监护权家庭，都是 其中有一个孩子的年龄在5岁到8岁之间，使用养育方式 在过去六年中发展了综合和儿童结果变量。我们 增加了性情和自律的措施，以便我们能够 考察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 最近两年的分析。

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.