African-American Father and Coparenting Quality Influences on School Readiness

7.项目总结/摘要。非洲裔美国儿童面临的问题风险不成比例 发展自我调节和学习技能，这是儿童入学准备的关键因素。入学准备 它很重要，因为它预测了学业成绩和高中毕业。儿童不 在学业上取得成功人，身心健康状况不佳的风险要高得多 在整个生命周期中。养育子女，包括幼儿期新兴技能的高质量支架 自我调节的重要性。即使涉及居住和非居住的父亲和父亲- 图（即，继父，伴侣）在自我调节发展中起着关键作用，大多数关于父母的研究 脚手架和非洲裔美国儿童的自我调节和学术准备集中在母亲身上。 这种对母亲的关注限制了对居住和非居住的非洲裔美国人父亲或父亲的了解。 数字对自我调节和学术准备的贡献。缺乏这方面的信息阻碍了创作 有效的，以证据为基础的干预措施，旨在改善非洲裔美国人的寿命结果， 孩子本研究建议通过综合Feinberg的多维 共同养育概念与社会文化理论，以调查共同养育质量， 在亲子互动中的脚手架，以及儿童的自我调节和学习准备。目标 （1）确定父亲的居住地和参与程度、共同养育质量、母子关系和父子关系 互动质量，儿童的自我调节，和儿童的学业准备协会;（2）指定程度 父亲的居住地和参与程度对共同养育质量对自我调节的影响具有调节作用， （3）具体说明（a）母子互动质量和父子互动质量在多大程度上起中介作用 共同养育质量和父亲的居住地/参与与儿童自我调节的关系， 学业准备和（B）自我调节在亲子互动质量和 学术准备。 我们将采用横断面设计，从70名非洲裔美国儿童及其家庭收集数据， 在孩子进入幼儿园前一年。抽样将针对相同数量的非住宅家庭， 和居家父亲或父亲形象。我们将通过对母亲和父亲的观察来阐述这些目标- 儿童互动，并直接评估儿童的自我调节和学术准备。除了 描述性统计和双变量相关性，将计算单变量检验，以确定性别和父亲- 存在群体差异。将使用多元回归对假设进行检验。接受性词汇将是 作为协变量纳入儿童结局模型。社会人口风险，儿童性别，儿童年龄， 如果初步分析显示与以下因素存在显著相关性，则将父母年龄作为协变量纳入 独立、中介或调节变量。

7. PROJECT SUMMARY/ABSTRACT. African-American children are at disproportionate risk for problems developing self-regulation and academic skills, critical factors for children's school readiness. School readiness is important because it predicts academic achievement and high school completion. Children who do not succeed academically are at substantially higher risk for poor physical and psychological health outcomes across the lifespan. Parenting that includes high-quality scaffolding of emerging skills during early childhood significantly predicts self-regulation. Even though involved residential and nonresidential fathers and father- figures (i.e., stepfathers, partners) play pivotal roles in self-regulation development, most research on parental scaffolding and African-American children's self-regulation and academic readiness has focused on mothers. This focus on mothers limits knowledge about residential and nonresidential African-American fathers or father- figures' contributions to self-regulation and academic readiness. Lack of information in this area hinders creation of effective, evidence-based interventions aimed at improving the lifespan outcomes of African-American children. This study proposes to fill this gap in the knowledge by synthesizing Feinberg's multidimensional coparenting concept with Sociocultural Theory to investigate associations between coparenting quality, scaffolding during parent-child interactions, and children's self-regulation and academic readiness. The aims are to: (1) Establish father residence and involvement, coparenting quality, mother-child and father-child interaction quality, children's self-regulation, and children's academic readiness associations; (2) Specify extent to which father residence and involvement moderate impact of coparenting quality on self-regulation and academic readiness; and (3) Specify extent to which (a) mother-child and father-child interaction quality mediate associations of coparenting quality and fathers' residence/involvement with children's self-regulation and academic readiness and (b) self-regulation mediates relationships between parent-child interaction quality and academic readiness. We will use a cross-sectional design to collect data from 70 African-American children and their families in the year prior to children's kindergarten entry. Sampling will target equal numbers of families with nonresidential and residential fathers or father-figures. We will address the aims using observations of mother- and father- child interactions, and direct assessment of child self-regulation and academic readiness. In addition to descriptive statistics and bivariate correlations, univariate tests will be calculated to identify gender and father- presence group differences. Hypotheses will be tested using multiple regression. Receptive vocabulary will be included as a covariate in models examining child outcomes. Sociodemographic risk, child gender, child age, and parent age will be included as covariates if preliminary analyses reveal significant correlations with independent, mediator, or moderator variables.