Fathers’ perceived co-parenting and children's academic readiness among Chinese preschoolers: Longitudinal pathways through parenting and behavioral regulation

Ren, Lixin; Cheung, Rebecca Y. M.; Boise, Courtney; Li, Xuan; Fan, Junping

doi:10.1016/j.ecresq.2020.03.005

Cited by 22 publications

(23 citation statements)

References 44 publications

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“…The researchers concluded that family socioeconomic status played a vital role in in uencing children's social-emotional SE development. Similar to the study Ren et al [27], this study also reported no signi cant difference in children's level of social-emotional development with the father's income. However, there is a strong relationship between children's level of social-emotional development with mother's education level and occupation (i.e., professional, semi-professional, non-professional, unemployed) and the parent's income status.…”

Section: Social-emotional (Overall)supporting

confidence: 88%

“…Thus, it is possible that the Chinese father may be less involved in the children's development than the Chinese mother. However, this study did not examine the gender roles between parent in this study [27]. Furthermore, the researchers reported that the lack of correlation in fathers' parenting could be due to the idealistic parenting self-report instead of the actual parenting practice.…”

Section: Social-emotional (Overall)mentioning

confidence: 88%

“…Out of these ve studies, most of the ndings were consistent with other studies whereby there is a negative correlation between children's social-emotional development and their academic skills. A study conducted by Ren et al [27] found that father's parenting is not a mediator to the outcomes of children's social-emotional development and academic skills. This nding is inconsistent with the studies from other parts of the world whereby parenting was reported to be one of the mediators in children's social-emotional functioning and academic skills [34][35].…”

Section: Social-emotional (Overall)mentioning

confidence: 99%

“…However, there is a strong relationship between children's level of social-emotional development with mother's education level and occupation (i.e., professional, semi-professional, non-professional, unemployed) and the parent's income status. The ndings from Ren et al [27] and Mohamed et al [39] showed that fathers in the family might have a less signi cant parenting role within the Asia culture of parenting. The traditional parenting role where mothers are the primary carer for the family might still be rooted in Asia.…”

Section: Social-emotional (Overall)mentioning

confidence: 99%

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Social-Emotional Development of Children in Asia: A Systematic Review

Yong

Lin

Toh

et al. 2021

Preprint

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Background: There has been growing interest in the social-emotional development of children. However, the social-emotional development of children in Asia remains a knowledge gap. This systematic review identifies and summarises existing studies on the social-emotional development of children in Asia. Method: We conducted a systematic review using the Guidelines for Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA). This review included primary social-emotional development studies conducted in Asia and published in English. The study findings were entered into Microsoft Excel, and data were summarized quantitatively and thematically. Results: We reviewed 45 studies that met the inclusion criteria, and they were from 12 Asian countries, mostly the East Asia region (China and Hong Kong). Most of the studies were cross-sectional in design (n = 23, 51.1%). The majority of the studies focused on overall social-emotional development (n = 24, 53.3%), followed by social competence (n = 7, 15.6%), emotional development (n = 5, 11.1%), social-emotional learning (n = 3, 6.7%), problem behaviour (n = 3, 6.7%), self-regulation (n = 2, 4.4%), and 1 study (2.2%) focused on both social-emotional learning and problem behaviour. We did not perform the meta-analysis as the study findings were of heterogeneity.Conclusions: Studies on children’s social-emotional development in Asia are limited and mainly from the East Asia region. More diverse cultural studies on the social-emotional functioning of children in Asia are needed to understand children’s social-emotional development in Asia. Finally, parent and teacher knowledge on children’s social-emotional development should also be examined more closely. Systematic review registration: The protocol for this review was registered in PROSPERO (CRD42021238826).

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Section: Social-emotional (Overall)supporting

confidence: 88%

Section: Social-emotional (Overall)mentioning

confidence: 88%

Section: Social-emotional (Overall)mentioning

confidence: 99%

Section: Social-emotional (Overall)mentioning

confidence: 99%

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Social-Emotional Development of Children in Asia: A Systematic Review

Yong

Lin

Toh

et al. 2021

Preprint

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“…However, there is a dearth of literature that has examined direct or indirect pathways between coparenting dynamics and toddlers' language development. Results from a very limited body of literature indicate that fathers' but not mothers' coparenting experiences are indirectly associated with children's linguistic competencies (Bingham, Kwon, & Jeon, 2013; Ren, Cheung, Boise, Li, & Fan, 2020).…”

Section: What Is Adaptive Functioning?mentioning

confidence: 99%

Observed and reported coparenting and toddlers' adaptive functioning

Nandy

Nixon

Quigley

2021

Infant and Child Development

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This study examined the associations between perceived and observed coparenting and toddlers' adaptive functioning. Seventy‐seven typically developing toddlers aged between 21 and 27 months and their biological parents residing in Ireland participated in the study. Participating families were Caucasian and English speaking. Parents' perceived coparental relationship was assessed via self‐report. In addition, coparenting dynamics were observed during triadic free‐play and structured‐play tasks. Mothers reported on their toddlers' adaptive functioning. Results indicated a negative association between undermining coparenting and toddlers' social and communication adaptive skills. Findings from the current study highlight the critical role played by triadic family processes in young children's development. Highlights This study examined associations between the coparenting relationship and toddlers' adaptive functioning. The coparenting relationship was assessed via parental self‐reports and observations during triadic family play interactions. Toddlers' adaptive functioning was assessed using maternal reports. Findings indicated a negative relationship between undermining coparenting and toddlers' adaptive skills. The coparenting relationship is foundational to young children's development. More research in this area is required to disentangle the various pathways by which this family sub‐system can influence toddlers' developmental outcomes. This can help in future intervention planning for enhancing the coparenting relationship.

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