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 通过母亲间接的吗？在该项目的头两年半时间里，我们 为家庭管理变量开发的组合，如纪律和 从纸和铅笔任务和观察中解决问题 回家。根据我们的数据，我们得出结论，父亲的家庭风格 管理对儿童结果衡量有直接影响。然而， 父母亲协议的直接影响与实际情况完全不同。 家庭管理实践。我们预测孩子们的结果很差(问题 行为、与同行的故障等)比我们预测的更好的能力 在孩子们身上。 在未来三年，我们建议集中力量推行家长教育。 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 我们选择学习的家长指令是规则(影响)，以及 父母在应用这些规则时对孩子的反应 (行为交互)。我们计划对3至7岁的儿童进行研究 从我们过去的研究来看，这似乎是 家长教育活动。我们将在这两个方面研究儿童 家庭和处于过渡时期的家庭(离婚并有共同监护权 和继父家庭)。

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 2.5 years 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, mother-father 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 next three years, we propose to concentrate 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 have chosen to study are the rules (affect), and the responsiveness of the parent to the child in applying theses rules (behavior interaction). We plan to study children from 3 to 7 years of age; from our past studies, this appears to be the crucial time for the parent teaching activities. We will study children in both in-tact families and in families who are in transition (divorced with joint custody and step-father families).