The purpose of this study was to examine whether mothers' beliefs about the role of the father may contribute to mothers influencing the quantity of father involvement in their children's lives. Participants were 30 twoparent families with children between the ages of 2 and 3 years. A combination of self-report and interview data were collected from both mothers and fathers. Results from multiple regression analyses indicated that fathers' perceived investments in their parental roles and actual levels of paternal involvement are moderated by mothers' beliefs about the role of the father. Findings are discussed in terms of implications for future research on parenting identity and maternal gatekeeping as well as the development of parenting programs for fathers.
An ecological model of ethnic identity was examined among 639 adolescents of Asian Indian, Chinese, Filipino, Vietnamese, and Salvadoran descent. Using structural equation modeling and, specifically, multiple group comparisons, findings indicated that familial ethnic socialization (FES) played a significant role in the process of ethnic identity formation for all adolescents, regardless of ethnic background. Specifically, adolescents’ reports of FES were significantly and positively associated with their reports of exploration, commitment, and affirmation and belonging toward their ethnic background. These results are consistent with empirical work that has found familial socialization to be a central component of ethnic identity formation among children, and with theoretical work on adolescents, which has emphasized the important role of families in the process ethnic identity formation.
The current study examined the relationships among ethnic identity and self-esteem across multiple ethnic groups within two distinct geographical locations (N = 1,344). In the current study, for same ethnic group members, the components of ethnic identity (i.e., exploration, resolution, and affirmation) were differentially related to self-esteem based on geographical context. Furthermore, within each geographical context, the strength of the relation between each ethnic identity component and self-esteem varied based on group membership, suggesting that the variables may be more or less influential on self-esteem depending on one's group membership. Based on these results, the exploration and resolution subscales of the Ethnic Identity scale (EIS) appear to be valid and reliable with diverse samples, whereas support for the affirmation subscale of the EIS is more tenuous. Finally, these findings suggest that ethnic identity may have varying salience and meaning for same ethnic group members in different geographical contexts (e.g., Asian Americans in California vs. Asian Americans in the Midwest).
Evidence that sleep influences social and cognitive adaptation for school-age children and adolescents is accumulating rapidly, but less research focuses on the role of sleep for adaptive functioning during early childhood. We addressed these questions using actigraphy to assess sleep duration, sleep quality, and variability in sleep schedules in relation to a range of social/emotional and cognitive measures, including receptive vocabulary, emotion understanding, peer acceptance, social skills, social engagement, and temperament. Children in a convenience sample (N = 62, 40 boys, mean age = 4.15 yrs, 67% European American) wore actigraphs for 4-7 days, with sleep and wake states determined using Sadeh's scoring algorithm. Older children spent less time in bed at night and ethnic minority children (mostly African Americans) slept less at night and had lower sleep efficiency than did European American ethnic status children. Bivariate relations (controlling for sex, age, and ethnicity) between sleep variables and child adaptation scores showed that sleep duration was positively associated with peer acceptance, social skills, social engagement, receptive vocabulary, and understanding of the causes of emotions. Fewer variables were associated with nighttime sleep quality and variability and these tended to be related to outcome variables suggestive of behavioral and emotional regulation. Results suggest that sleep parameters are broadly implicated in the adjustment of preschool age children.
The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5-group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first-order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within-sample levels but not for age within sample. In 2 groups, teachers' ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers' ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.
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