Emerging literature suggests fathers may contribute uniquely to child development and emotional h... more Emerging literature suggests fathers may contribute uniquely to child development and emotional health through play. In the present study, a multiple mediational model was analyzed using data from 476 families that participated in the NICHD Study of Early Child Care and Youth Development. After accounting for infant–mother attachment, infant temperament, and family income and stability, a significant indirect effect from father–child play quality to adolescent internalizing symptoms was found through father-reported child emotional dysregulation, B = –.05, 95% confidence interval; CI [–.14, –.01]. Specifically, in first grade, dyads where fathers were rated highly on sensitivity and stimulation during play, and children demonstrated high felt security and affective mutuality during play, had children with fewer father-reported emotional dysregulation problems in third grade, B = –.23, 95% CI [–.39, –.06]. Children with fewer emotional dysregulation problems had lower self-reported i...
Academic success may be a product, in part, of social influences in both the home and school envi... more Academic success may be a product, in part, of social influences in both the home and school environments. These influences, specifically parental involvement in school and student-teacher relationships, may be especially salient for students at risk due to disabilities and/or limited family financial resources. This study used the NICHD’s SECCYD to explore the association between both parental involvement in education and supportive teacher relationships, and fifth graders’ academic performance. Significant main effects were found between both sources of support and academic performance; however, a closer examination of the social influences on children at risk found significant interactions between disability status and income-to-needs, teacher support and disability status, and parental involvement in school and income-to-needs. Individuals with both risk factors demonstrated lower academic performance than their peers with only one risk factor or no risk factors at all. Teacher ...
... Academic achievement and motivation tend to differ systematically by socioeconomic status (Br... more ... Academic achievement and motivation tend to differ systematically by socioeconomic status (Brown, 2004 ... Items within the STRS were developed from attachment theory and the Attachment Q-Set ... for all variables are reported in Table 1. As expected, school engagement was ...
ABSTRACT School engagement has long been seen as an important component of school completion, and... more ABSTRACT School engagement has long been seen as an important component of school completion, and research shows that social support in the home and school promotes engagement. However, many researchers have argued that it is not a unitary construct but rather a multifaceted phenomenon, and the role of peer social support has not been as well studied as support from parents and teachers. Our study examines the association of social support from parents, teachers, and peers with two forms of engagement: affective and behavioral. Data came from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that although parent support was associated with higher levels of behavioral engagement, peer support was associated with higher levels of affective engagement.
Emerging literature suggests fathers may contribute uniquely to child development and emotional h... more Emerging literature suggests fathers may contribute uniquely to child development and emotional health through play. In the present study, a multiple mediational model was analyzed using data from 476 families that participated in the NICHD Study of Early Child Care and Youth Development. After accounting for infant–mother attachment, infant temperament, and family income and stability, a significant indirect effect from father–child play quality to adolescent internalizing symptoms was found through father-reported child emotional dysregulation, B = –.05, 95% confidence interval; CI [–.14, –.01]. Specifically, in first grade, dyads where fathers were rated highly on sensitivity and stimulation during play, and children demonstrated high felt security and affective mutuality during play, had children with fewer father-reported emotional dysregulation problems in third grade, B = –.23, 95% CI [–.39, –.06]. Children with fewer emotional dysregulation problems had lower self-reported i...
Academic success may be a product, in part, of social influences in both the home and school envi... more Academic success may be a product, in part, of social influences in both the home and school environments. These influences, specifically parental involvement in school and student-teacher relationships, may be especially salient for students at risk due to disabilities and/or limited family financial resources. This study used the NICHD’s SECCYD to explore the association between both parental involvement in education and supportive teacher relationships, and fifth graders’ academic performance. Significant main effects were found between both sources of support and academic performance; however, a closer examination of the social influences on children at risk found significant interactions between disability status and income-to-needs, teacher support and disability status, and parental involvement in school and income-to-needs. Individuals with both risk factors demonstrated lower academic performance than their peers with only one risk factor or no risk factors at all. Teacher ...
... Academic achievement and motivation tend to differ systematically by socioeconomic status (Br... more ... Academic achievement and motivation tend to differ systematically by socioeconomic status (Brown, 2004 ... Items within the STRS were developed from attachment theory and the Attachment Q-Set ... for all variables are reported in Table 1. As expected, school engagement was ...
ABSTRACT School engagement has long been seen as an important component of school completion, and... more ABSTRACT School engagement has long been seen as an important component of school completion, and research shows that social support in the home and school promotes engagement. However, many researchers have argued that it is not a unitary construct but rather a multifaceted phenomenon, and the role of peer social support has not been as well studied as support from parents and teachers. Our study examines the association of social support from parents, teachers, and peers with two forms of engagement: affective and behavioral. Data came from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that although parent support was associated with higher levels of behavioral engagement, peer support was associated with higher levels of affective engagement.
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