Turning the Focus to Fathers: Broadening Our Understanding of How Fathers Influence Child Development
Notice bibliographique
Résumé
The quality of parent-child interactions is one of the most robust predictors of childhood outcomes, with effects extending into the adolescence and adulthood period. Most of the research examining parent-child interactions has come from the investigation of mother-child dyads. Due to the recent societal shift wherein fathers have greater involvement and responsibility in child upbringing, it is essential to deepen our understanding of how fathers affect family processes and children’s development. The aim of the current dissertation was to examine the role that fathers play in children’s development across various domains and developmental stages. Sensitive parenting has been shown to be one of the strongest predictors of children’s well-being across various developmental domains. Although individual studies have revealed positive associations between paternal sensitivity and children’s well-being, no meta-analysis has been conducted to synthesize this literature. In Study One, six independent meta-analyses (N=60 samples) were conducted. Results showed that children raised with sensitive fathers displayed better cognitive (e.g., language, executive function) and socioemotional (e.g., emotion regulation) outcomes. In Study Two, father-child conflict interactions were investigated. Dynamic Structural Equation Modeling was used to disentangle individual contributions from interpersonal influences during father-child conflict resolution discussions with younger (ages 5-9, N=150) and older (ages 7-13, N=152) children. Children influenced fathers’ conflict constructiveness under certain conditions, with evidence for developmental differences in the magnitude and directions of influence, while fathers were not found to influence their children’s conflict constructiveness under any circumstance. In Study Three, the important role of fathers’ childhood conduct problems on parenting and children’s functioning was examined. A cross-sectional multilevel mediation model was used (N= 198 families; 452 children) to assess whether father conduct problems relate to child disruptive behaviour via paternal negativity to result in greater sibling similarity or variability in disruptive behaviour. Paternal negativity did not significantly (although marginal) mediate the association between paternal history of conduct problems and within-family variability in child disruptive behaviour. Using rigorous methodological and analytical techniques, findings from this dissertation suggest that fathers play an important role in children’s socioemotional, behavioural, and cognitive development in the early and middle childhood periods. Implications are discussed.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,003 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».