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: 3317227
• 负责人: BEVERLY I FAGOT
• 金额: $ 23.79万
• 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 1993-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3317227
• 关键词: child behavior; child psychology; child rearing; cognition; emotional adjustment; family structure /dynamics; intelligence; interpersonal relations; longitudinal human study; marriage /marital status; parent offspring interaction; paternal behavior; peer group; preschool child (1-5); social behavior

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).

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 间接通过母亲？ 在项目的前2.5年，我们 开发了家庭管理变量的复合材料，如纪律和 从纸笔任务和观察中解决问题 回家 从我们的数据中，我们得出结论，父亲的家庭风格 管理对儿童结果指标有直接影响。 然而，在这方面， 母亲和父亲的协议有一个直接的影响，而不是实际的 家庭管理实践。 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 小儿 在未来三年，我们建议集中于家长教育 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令是规则（影响）， 父母在应用这些规则时对子女的反应 （行为互动）。 我们计划研究3至7岁的儿童， 年龄;从我们过去的研究，这似乎是关键的时间， 家长教学活动。 我们将研究儿童在这两个完整的 家庭和处于过渡期的家庭（离婚但有共同监护权） 继父家庭）。