African-American Father and Coparenting Quality Influences on School Readiness

非裔美国父亲和共同养育质量对入学准备的影响

• 批准号: 9363598
• 负责人: JANEAN E. DILWORTH-BART
• 金额: $ 7.01万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-03 至 2019-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9363598
• 关键词: Academic achievement; Academic skills; Achievement; Address; African American; Age; Area; Attention; Behavior; Child; Child Rearing; Data; Development; Effect Modifiers (Epidemiology); Ethnic group; Evidence based intervention; Family; Fathers; Foundations; Future; Gender; Goals; Informal Social Control; Intervention; Knowledge; Longevity; Longitudinal Studies; Mediating; Mediator of activation protein; Mental Health; Methods; Modeling; Mothers; Outcome; Parent-Child Relations; Parents; Play; Process; Public Health; Readiness; Research; Risk; Role; Sampling; Schools; Specific qualifier value; Testing; Unmarried Mother; Vocabulary; Wood material; academic preparation; base; comparative; design; early childhood; father child interaction; father role; high risk; high school; improved; innovation; kindergarten; literacy; parental influence; physical conditioning; psychologic; racial and ethnic; residence; resilience; scaffold; skill acquisition; skills; statistics; success; theories

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.

7. 项目概要/摘要。非裔美国儿童面临问题的风险过高 发展自我调节和学术技能，这是儿童入学准备的关键因素。入学准备 很重要，因为它可以预测学业成绩和高中毕业。没有的孩子 在学业上取得成功的人身体和心理健康状况不佳的风险要高得多 贯穿整个生命周期。育儿包括幼儿时期新兴技能的高质量支架 显着预测自我调节。即使涉及住宅和非住宅的父亲和父亲- 人物（即继父、伴侣）在自我调节发展中发挥着关键作用，大多数研究都是关于父母的 脚手架和非裔美国儿童的自我调节和学业准备主要集中在母亲身上。 这种对母亲的关注限制了对居住和非居住非裔美国父亲或父亲的了解。 人物对自我监管和学术准备的贡献。该领域信息的缺乏阻碍了创作 旨在改善非裔美国人寿命结果的有效、基于证据的干预措施 孩子们。本研究提出通过综合范伯格的多维理论来填补这一知识空白 共同养育概念与社会文化理论来研究共同养育质量之间的关联， 亲子互动期间的脚手架，以及孩子的自我调节和学业准备。目标 (1) 建立父亲居住和参与、共同养育质量、母子和父子 互动质量、儿童的自我调节和儿童的学业准备协会； (2)指定范围 父亲的居住地和参与程度对共同养育质量对自我调节和 学术准备； (3) 明确 (a) 母子和父子互动质量的调节程度 共同养育质量和父亲的居住/参与与儿童的自我调节和 学业准备和（b）自我调节调节亲子互动质量和 学术准备。 我们将使用横断面设计来收集 70 名非洲裔美国儿童及其家庭的数据。 儿童入园前一年。抽样将针对同等数量的非住宅家庭 以及居住的父亲或父亲形象。我们将通过对母亲和父亲的观察来实现这些目标 儿童互动，以及对儿童自我调节和学业准备情况的直接评估。此外 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 存在组差异。将使用多元回归来检验假设。接受词汇将是 作为协变量纳入检查儿童结果的模型中。社会人口风险、儿童性别、儿童年龄、 如果初步分析显示与父母年龄显着相关，则父母年龄将被纳入协变量 独立变量、中介变量或调节变量。