Associations Among Father Beliefs, Perceptions, Life Context, Involvement, Child Attachment and School Outcomes in the U. S. and Taiwan

Abstract

This study was designed to examine connections among father beliefs, perceptions, context, and involvement,. Fathers completed questionnaires regarding their family demographics, education-related beliefs, perceptions, and involvement, and children's school achievement. Children completed a pictorial measure of attachment and standardized socio-emotional assessments. Father involvement was related to father beliefs and perceptions and to children's attachment-related secure exploration. Children's positive and negative school outcomes were related to father beliefs, perceptions, involvement, and children's attachment. School outcomes were uniquely predicted from nationality, attachment, father-teacher relationship quality, and fathers' beliefs about teachers, motivation for involvement, perceptions of invitations for involvement, efficacy, and school-based involvement, as well as from family income and mother involvement. Results are discussed in the context of "relationship-focused" education.

Multilevel Analysis of Child and Adolescent Subjective Well‐Being Across 14 Countries: Child‐ and Country‐Level Predictors

“…The “age threat” seems to be more salient in the transition from childhood into early adolescence (Casas, this issue), the age group that measured in this study (with children age 9–14 participating in this study). Last, although evidence points to contextual effects on children's life satisfaction from a host of microsystem factors (e.g., Bokhorst et al., ; Casas et al., ; Gilman & Huebner, ; Newland et al., ; Oberle et al., ), the quality of the home context and the relationships children have with family members have been identified in study after study as important influences on SWB (e.g., Lawler, Newland, Giger, & Roh, ; Lawler, Newland, Giger, Roh, & Brockevelt, ; Newland, Giger, Lawler, Carr, Dykstra, & Roh, ; Newland et al., ; Oberle et al., ; Proctor et al., ; Rose et al., ). Influences outside of the family are also important predictors of life satisfaction and related measures of SWB.…”

“…First, the health and appropriateness of the home environment (including a safe and organized home that is conducive to children's activities such as studying) has been found to be predictive of SWB (Lawler, Newland, Giger, & Roh, ; Lawler, Newland, Giger, Roh, & Brockevelt, ; Newland, Giger, Lawler, Carr, Dykstra, & Roh, ; Bradley & Corwyn, ). Second, the interactive nature of the home environment (e.g., the extent to which parents are involved with children in developmentally enriching activities such as talking, playing, learning, and having fun together) has been positively related to children's SWB (Lawler, Newland, Giger, Roh, & Brockevelt, ; Newland, Giger, Lawler, Carr, Dykstra, & Roh, ; Newland, Lawler, Giger, Roh, & Carr, ; Newland, Chen, & Coyl‐Shepherd, ; Oberle et al., ; Rose et al., ). Third, the quality of the child's relationships with immediate and extended family members has been found to have an impact on children's SWB (Chu, Saucier, & Hafner, ; Corsano, Majorano, & Champretavy, ; Gilman & Huebner, ; Goswami, ; Govender et al., ; Marshall, ; Proctor, Linley, & Maltby, ; Rose et al., ; Lawler, Newland, Giger, & Roh, ; Lawler, Newland, Giger, Roh, & Brockevelt, ; Newland, Giger, Lawler, Carr, Dykstra, & Roh, ; Newland, Lawler, Giger, Roh, & Carr, ).…”

Differences in the Participation of Parents in the Education of Mexican High School Students: Relation with Gender and Level of Studies

“…Although the research does not allow us to draw conclusions about the variables that cause low father involvement, with respect to mothers in the education of children, the consistency with which this phenomenon occurs suggests that there are cultural beliefs and practices that allow fathers to play a secondary role with respect to the upbringing and education of children (Gottzén, 2011;Newland et al, 2013).…”

“…The participation of parents in education helps to improve student learning by allowing them to develop an effective school-family relationship that facilitates mutual understanding, a better understanding of various points of view, the formulation of common goals, a better understanding of the efforts and the role of each of the actors in the educational process (Epstein & Sheldon, 2006;Newland, Chen, & Coyl-Shepherd, 2013). This participation has been associated with achieving better learning by students (Bellei, Gubbins, & López, 2002;Kingston, Huang, Calzada, Dawson-McClure, & Brotman, 2013) and the decrease of other problems that negatively affect the school environment, such as violence in schools (Coloroso, 2004;Zurita, 2011).…”

Desarrollo de una escala para medir prácticas docentes para involucrar a las familias en la educación en México

“…La participación de las familias en la educación favorece en los estudiantes el desarrollo de elementos asociados al logro escolar como son la motivación intrínseca hacia el aprendizaje, la orientación al logro, la persistencia en las tareas escolares, la percepción de autoeficacia académica y las conductas prosociales (Fan & Chen, 2001;Fantuzzo et al, 2004;Flouri, 2006;Morgan, Nutbrown, & Hannon, 2009;Newland, Chen, & Coyl-Sheperd, 2013). También contribuye a la equidad en la educación al atenuar los efectos negativos en el logro escolar de condiciones socioeconómicas desfavorables (Epstein, 2011;Rasbash, Pillinger, & Jenkins, 2010;Silas, 2008).…”