Date of Award

Fall 1999

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Program/Concentration

Psychology

Committee Director

Michelle L. Kelley

Committee Member

William Fals-Stewart

Committee Member

Louis Janda

Call Number for Print

Special Collections LD4331.P65 L44

Abstract

The present study examines complex relationships between fathering and children's social, behavioral, and cognitive development. The participants were 57 families with a child between the ages of 7 and 12. Fathers were interviewed about their disciplinary practices, work history, and day to day involvement with their children. Fathers also completed the Child Behavior Checklist (CBCL; Achenbach, 1991) which is designed to assess children's internalizing and externalizing behavior. Mothers were administered the Vineland Adaptive Behavior Scale - Survey Form (Sparrow, Balla, & Cicchetti, 1984), the CBCL, and a background questionnaire. Children were administered the Coopersmith Self-Esteem Inventory (Coopersmith, 1987) and the Wide Range Achievement Test (Wilkenson, 1993). Fathers and children were videotaped discussing two common parent-child disagreements. It was hypothesized that authoritative parenting style, greater daily involvement with children, and continuous employment during the previous three years would be positively related to children' social development, behavior, academic achievement, and self-esteem. Eight hierarchical regression analyses examined the extent to which paternal parenting variables predicted children's outcomes over the contribution of paternal employment history. Results indicated that job instability, the presence of disengaged parenting, the presence of authoritarian parenting, a high commitment to the use of physical discipline, and the use of direct external parenting techniques resulted in less favorable global child outcomes.

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DOI

10.25777/xts8-mk15

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