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14. Changes in the Organization of Paternal Behavior during Early and Middle Childhood.

Author

Bradley, Robert H., Pennar, Amy L., Iida, Masumi, Owen, Margaret Tresch, and Lowe Vandell, Deborah

Subjects
*FATHERHOOD, *SOCIAL support, *TIME, *COGNITION, *PARENTING, *PARADIGMS (Social sciences), *HUMANITY, *AUTONOMY (Psychology), *RESPECT, *FATHER-child relationship
Abstract

Objective. The focus of this study is on changes in the strength of relations among four types of paternal behaviors (supportive presence, respect for autonomy, stimulation, and hostility) from early childhood through middle childhood. Design. Father-child interaction was observed for 718 dyads at four time periods: 54 months (M = 56 months), 1st grade (M = 7.0 years), 3rd grade (M = 9.0 years), and 5th grade (M = 11.0 years) using similar and age-appropriate observational paradigms. Results. The association between paternal supportive presence and respect for autonomy grew stronger with age. Supportive presence showed a moderate relation with stimulation at 54 months; but this association became weaker over time. A similar pattern of weakening association emerged in the relation between respect for autonomy and stimulation. Both supportive presence and respect for autonomy showed a continuing robust negative association with hostility. Finally, the relation between hostility and stimulation became stronger over time. Conclusions. There appears to be an evolving dialectic in the organization of paternal behavior during interactions with offspring, with some relations strengthening and others becoming weaker. Critically, the bonds fathers have with their children in early childhood tend to remain firm through middle childhood, with paternal support less often reflecting itself in directly teaching a child but more often in showing respect for the child's growing independence. [ABSTRACT FROM AUTHOR]

Published
2021
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15. An SEM Assessment of the Internal Structure and Predictive Validity of the Abbreviated Early Adolescent HOME Inventory.

Author

Green, Samuel B., Pennar, Amy L., and Bradley, Robert H.

Subjects
*ACADEMIC achievement, *ADOLESCENCE, *AUTONOMY (Psychology), *CHILD behavior, *COGNITION, *RESEARCH methodology, *QUESTIONNAIRES, *SELF-management (Psychology), *HOME environment, *STRUCTURAL equation modeling, *PREDICTIVE validity, *MULTITRAIT multimethod techniques, *RESEARCH methodology evaluation, *CHILDREN
Abstract

The Home Observation for Measurement of the Environment (HOME) Inventory is designed to assess the quality and quantity of support, stimulation, and structure provided to children in the home environment. HOME has been widely used for research and applied purposes. We focused on an abbreviated version of the Early Adolescent HOME (EA-HOME-A) that was administered to 15-year-old adolescents and their parents (N = 958) as part of the NICHD (National Institute of Child Health and Human Development) Study of Early Child Care and Youth Development. Our study had two objectives. First, we hypothesized and tested a bifactor model that specified a general factor in support of the use of the HOME total score and group factors for subsets of items in support of the content domain scores. Second, we applied structural equation modeling to relate the EA-HOME-A factors to outcome factors assessing maladaptive behaviors, autonomy, self-control, and cognitive–academic performance. The results supported the construct validity of the EA-HOME-A with respect to its internal structure as well as its correlates. [ABSTRACT FROM AUTHOR]

Published
2020
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