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: 3317225
• 负责人: BEVERLY I FAGOT
• 金额: $ 16.09万
• 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 1989-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3317225
• 关键词: behavior; child behavior; child behavior disorders; child psychology; cognition; family structure /dynamics; intelligence; longitudinal human study; middle childhood (6-11); paternal behavior; peer group; sex roles; social behavior

Just what do fathers do? Do they have any direct effect on the developing child or is their effect due to their support or nonsupport of the mother? Does their role change over time as the child grows, or is a father's role, once assumed, constant? As society has come to offer some choices in what it is to be a father, do the different styles of fathering have different effects on the developing child? One would expect that answers to such basic questions would be available in the psychological literature. However, information on the process of fathering is almost totally absent. Even when some information is available, the father is a distant figure filtered through the eyes of the mother or, more rarely, the child. The information available is also narrow, both in terms of the age range of the children studied and the methods used to study the child. In this study, we hope to integrate, to complement, and finally, to go beyond the picture of the father we now have by taking up and completing the following specific tasks. 1. Fathers will be studied directly within the family interacting with all family members. 2. Fathers and mothers will be studied using multiple methods in three domains (behavior, affect, and cognitive). 3. The child will be studied outside of the home interacting with peers as well as testing to develop measures in the four tomains (prosocial behavior, intellectual competence, problem behavior, and peer relations). 4. The style of fathering process will be related to the child's scores in the four domains--in prosocial behavior, problem behavior, intellectual competence, and peer relations.

父亲们都做些什么？ 它们对发展中的 还是由于他们的支持或不支持的母亲？ 他们的角色是随着孩子的成长而改变，还是父亲的角色， 一旦被假定，不变的？ 随着社会开始提供一些选择， 是做一个父亲，不同的父亲有不同的风格吗？ 对发育中的孩子有什么影响？ 人们会期望这样的答案 基本问题可以在心理学文献中找到。 然而，有关父亲过程的信息几乎完全缺失。 即使有一些信息，父亲也是一个遥远的人物。 通过母亲的眼睛，或者更罕见的，通过孩子的眼睛。 的 现有的资料也很狭窄，无论是在年龄范围方面， 研究的儿童和研究儿童的方法。 在本研究中， 我们希望整合，补充，最后，超越图片 我们现在所拥有的父亲，通过采取和完成以下 具体任务。 1.父亲将直接在家庭中与所有人互动进行研究 家庭成员 2.父亲和母亲将使用多种方法进行研究， 领域（行为、情感和认知）。 3.孩子将在家庭之外与同龄人互动， 以及测试，以制定四个tomains（亲社会）的措施， 行为、智力能力、问题行为和同伴关系）。 4.父亲的教养方式与孩子的学习成绩有关， 这四个领域--亲社会行为、问题行为、智力行为 能力和同伴关系。