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: 2673503
• 负责人: Philip A Fisher
• 金额: $ 16.64万
• 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/2673503
• 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.

项目的前三年集中在描述