Child Development Knowledge and Father Engagement: The Mediating Role of Parenting Self-efficacy

2021 ◽  
pp. 0192513X2199462
Author(s):  
Lisa A. Connor ◽  
Heidi E. Stolz
Keyword(s):  
Child Development ◽  
Problem Behaviors ◽  
Low Income ◽  
Self Efficacy ◽  
Emotional Regulation ◽  
Child Outcomes ◽  
Father Engagement ◽  
Mediating Role ◽  
Verbal Stimulation ◽  
Child Development Knowledge

Early father engagement is associated with numerous positive child outcomes including cognitive development, emotional regulation, and fewer problem behaviors. Various fathering programs attempt to encourage father engagement through teaching fathers about young children’s development and needs. This study examined 181 low-income fathers’ child development knowledge (self-perceived and objective) as predictors of father engagement (verbal stimulation, caregiving, and physical play) with infants. Additionally, parenting self-efficacy (PSE) was examined as a mediator. Results revealed that fathers’ self-perceived child development knowledge positively predicted engagement with infants (verbal stimulation and caregiving), but objective knowledge did not. PSE did not mediate the relationship between self-perceived knowledge and father engagement. These findings yield important implications for fathering research and interventions, suggesting that it may be particularly beneficial to increase fathers’ confidence in their ability to understand and meet their child’s needs rather than exclusively focusing on improving fathers’ knowledge of child development.

scholarly journals Psychological Difficulties Mediate and Self-Efficacy Moderates the Relationship Between Family Cumulative Risk and Hope Among Chinese Children From Low-Income Families

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiayun Yin ◽  
Dongfang Wang ◽  
Zhihua Li ◽  
Yuesheng Huang
Keyword(s):  
Low Income ◽  
Self Efficacy ◽  
Risk Index ◽  
Cumulative Risk ◽  
Chinese Children ◽  
Mediating Role ◽  
Ocean Effect ◽  
Psychological Difficulties ◽  
Low Income Families ◽  
The Relationship

This longitudinal study investigated the role of psychological difficulties and self-efficacy in the relationship between family cumulative risk and hope among children from low-income families. The participants were 392 Chinese children from low-income families; the study extended for 2 years, and participants completed data that were collected with the following questionnaires: the Family Cumulative Risk Index, Children's Hope Scale, Strengths and Difficulties Questionnaire-Difficulties subscale, and General Self-efficacy Scale. The results demonstrated that psychological difficulties played a mediating role in the relationship between family cumulative risk and hope; specifically, family cumulative risk predicted hope of children via psychological difficulties. Self-efficacy moderated the relationship between psychological difficulties and hope. This moderation supported “a drop in the ocean effect”; the protective effect of high self-efficacy worked only when psychological difficulties were at low levels. When psychological difficulties were at high levels, the buffering effect of self-efficacy on family cumulative risk was gradually weakened and eventually lost.

scholarly journals Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students

2021 ◽  
Vol 18 (11) ◽  
pp. 5715
Author(s):  
Pablo Usán Supervía ◽  
Alberto Quílez Robres
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Emotional Regulation ◽  
Personal Development ◽  
Behavioral Pattern ◽  
Academic Context ◽  
Mediating Role ◽  
Performance Results ◽  
Academic Self Efficacy

Background: in the school stage, adolescents experience different emotional and motivational states involved in the learning process that play a fundamental role in their personal and academic development. In this way, the study focuses on analyzing the relationships between emotional regulation, self-efficacy and academic performance, as well as the possible mediating role of self-efficacy in both. Methods: the study included 2204 students, both male (N = 1193; 54.12%) and female (N = 1011; 45.87%) with ages ranging from 12 to 18 years (M = 14.69; DT = 1.76). The measures used for the investigation were the Emotion Regulation Questionnaire (ERQ), the Academic Self-Efficacy Scale (ASES) and average marks were used to measure students’ academic performance. Results: The results of the study revealed a self-determined behavioral pattern characterized by high scores in emotional regulation, self-efficacy and academic performance. Likewise, the mediating role of self-efficacy between emotional regulation and student academic performance was significant. Conclusion: the influence of the academic self-efficacy variable as a mediator between the studied constructs is denoted, as well as the importance of promoting adaptive behaviors in the classroom that can lead to adequate personal development of students together with optimal academic performance.

Knowledge of Autism for Parents of Low Income with Low Literacy: Description and Relationship to Child Development Knowledge

2018 ◽  
Vol 3 (1) ◽  
pp. 8-16 ◽  
Author(s):  
Jonathan M. Campbell ◽  
Daphne Greenberg ◽  
Peggy A. Gallagher ◽  
Zolinda Stoneman ◽  
Christina Simmons
Keyword(s):  
Child Development ◽  
Low Income ◽  
Low Literacy ◽  
Child Development Knowledge
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