Paternal Mind-Mindedness and Children's Academic Achievement: Investigating Developmental Processes

Autor/inn/en	Bernier, Annie; Lapolice-Thériault, Rose; Matte-Gagné, Célia; Cyr, Chantal
Titel	Paternal Mind-Mindedness and Children's Academic Achievement: Investigating Developmental Processes
Quelle	In: Developmental Psychology, 59 (2023) 4, S.758-769 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bernier, Annie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001492
Schlagwörter	Toddlers; Academic Achievement; Preschool Children; Foreign Countries; Cognitive Development; Mathematics Achievement; Reading Achievement; Parent Child Relationship; Parent Influence; School Readiness; Personal Autonomy; Fathers; Mothers; Canada + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Kognitive Entwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Readiness for school; School ability; Schulreife; Individuelle Autonomie; Mother; Mutter; Kanada
Abstract	This study tested a 5-year sequential mediation model linking paternal mind-mindedness in toddlerhood to child early academic achievement through a developmental process unfolding in the preschool years. A sample of 128 mostly White middle-class families (68 girls) living in Montreal, Canada was assessed for paternal mind-mindedness when children were 18 months old, child language at age 2, theory of mind and effortful control at age 4, cognitive school readiness in kindergarten, and finally, achievement in math and reading in first grade. Controlling for maternal mind-mindedness assessed at age 12 months, the results showed prospective associations from paternal mind-mindedness to both math and reading achievement, mediated by theory of mind, effortful control, and school readiness in sequence. Results suggest that paternal mind-mindedness may support child academic outcomes by promoting the acquisition of intermediate skills during preschool years. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01