This systematic review aims to examine the existing literature concerning the association between father involvement and the development children's cognitive skills during early and middle childhood. Specifically, it analyzes: (1) how the number of researches developed across years; (2) which are the main socio-demographic characteristics of the samples; (3) which are the main focuses examined; and (4) which operational definitions were used to assess father involvement and children cognitive skills. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, the articles were searched through PubMed and EBSCO (PsycInfo, PsycArticles, Education Source, Social Sciences Abstract, Family Studies Abstracts, Gender Studies Database and CINAHL complete). The findings suggest that, although each research used a different operational definition of the father involvement construct, in recent years there was a wide and constant interest increase about this issue. Most of the empirical studies utilized quantitative methods, whereas relatively few used qualitative and only one mixed methods. As regards the analysis of socio-demographic characteristics of the samples there is a great evidence that most of them included biological and residential fathers: it may reflect that this type of sample is easier to recruit than non-residential and non-biological fathers. Regarding the socio-economic status and the ethnicity of families, the data highlighted how in recent years the literature on father involvement is starting to look at differences in ethnic and cultural backgrounds, in contrast to past researches. The findings revealed that the main focus is the impact of father involvement on children's cognitive skills and the most of the studies highlighted that it is positive and statistically significant. Regarding to the assessment of father involvement and children's cognitive skills, the literature is quite heterogeneous

Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.

Time perspective has been recognized as an important psychological dimension with a pervasive and powerful influence on human behavior. To the authors' knowledge, no studies have focused on the relationship between time perspective and cyberbullying behavior. The first aim of this research is to fill this gap by investigating the relationship between different time perspectives and both cyberbullying and cybervictimization among 6th to 8th grade students. The second objective was to investigate the relationship between time perspective, cyberbullying behaviors, peer problems, and the quality of relationship with teachers. A sample consisting of 403 students aged between 11 and 14 years from Italian middle schools (56% females, mean age = 12.2 years) were recruited. Participants filled in a self-report questionnaire measuring cyberbullying and cybervictimization as well as the Time Perspective questionnaire. The analyses showed the presence of significant correlations between time perspective and both cyberbullying and cybervictimization. In particular, cybervictimization showed a quite large positive correlation with a past-negative orientation and a negative correlation with past-positive orientation. Instead, the involvement in active cyberbullying was positively correlated with a past-negative orientation and negatively correlated with future orientation. The findings advance the understanding of psychological factors influencing cyberbullying during early adolescence and suggest the importance of past-positive and past-negative orientations in accounting for both active cyberbullying and cybervictimization. As expected, future orientation appeared to represent a protective factor against involvement in cyberbullying behaviors.

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