Early father's and mother's involvement and child's later educational outcomes

Background: Few studies have investigated the individual long‐term contributions that mothers and fathers make to their children's schooling. Aims: (1) To explore the role of early father involvement in children's later educational attainment independently of the role of early mother involvement and other confounds, (2) to investigate whether gender and family structure moderate the relationship between father's and mother's involvement and child's educational attainment, and (3) to explore whether the impact of father's involvement depends on the level of mother's involvement. Sample: The study used longitudinal data from the National Child Development Study. The initial sample were those 7,259 cohort members with valid data on mother involvement at age 7, father involvement at age 7, and school‐leaving qualification by age 20. Of those, 3,303 were included in the final analysis. Method: The measures were control variables, structural factors (family structure, sibship size and residential mobility), child factors (emotional/behavioural problems, cognitive ability and academic motivation), and father's and mother's involvement. Results: Father involvement and mother involvement at age 7 independently predicted educational attainment by age 20. The association between parents' involvement and educational attainment was not stronger for sons than for daughters. Father involvement was not more important for educational attainment when mother involvement was low rather than high. Not growing up in intact two‐parent family did not weaken the association between father's or mother's involvement and educational outcomes. Conclusion: Early father involvement can be another protective factor in counteracting risk conditions that might lead to later low attainment levels.     

Ambitious mothers – successful daughters: Mothers' early expectations for children's education and children's earnings and sense of control in adult life

Background . Mothers' expectations for their children's educational attainment are related to children's educational and occupational attainment. Studies have yet to establish, however, the long‐term links between maternal expectations and offspring earnings, which are not always related to occupational attainment especially in women, or between maternal expectations and offspring sense of control and self‐efficacy, which are pivotal factors in career choice and development. Aims . To explore the role of mothers' expectations for their children's educational attainment in children's earnings attainment and sense of control later in life. Method . Data from sweeps of the 1970 British Cohort Study (BCS70) were used. The study sample was those cohort members with complete information on all the variables of interest. The study sample (N = 3,285) was more educated and less disadvantaged than the whole sample. If cohort members of this type are more likely to have a mother who has high expectations, then our results are biased downwards, which suggests that we underestimate the effect of expectations on our two outcome variables. Results . Mothers' expectations at the age of 10 were positively related to daughters' sense of control at the age of 30 even after controlling for ethnicity, educational attainment, and concurrent partner, parent, and labour market participation status, as well as the following confounding variables (measured at the ages of 0–10): general ability and general ability squared, locus of control, emotional and behavioural problems and emotional and behavioural problems squared, socio‐economic disadvantage, parental social class, parental family structure, and mothers' education, child‐rearing attitudes, and mental health. Mothers' expectations had no effect on sons' adult outcomes. Conclusions . Given that women are particularly at risk for poor psychological and economic outcomes in adulthood, and that this study likely underestimated the effect of expectations on these two outcomes, this is an important conclusion.     

Educational Self‐Efficacy of College Women: Implications for Theory,Research, and Practice

This study examined the relationships among personal and family valuing of education, self‐esteem, academic stress, and educational self‐efficacy for 530 female undergraduates. Personal and family valuing of education and self‐esteem were related to educational self‐efficacy; academic stress was related to self‐esteem and self‐efficacy. No differences existed between Euro‐American women and women of color, and for both groups, personal valuing of education, self‐esteem, and academic stress predicted educational self‐efficacy. Implications for research and practice are introduced.     

What predicts fathers' involvement with their children? A prospective study of intact families

This study used longitudinal data from the National Child Development Study to explore factors associated with aspects of fathers' involvement with their children at age 7, 11 and 16 years in intact families. Father involvement was predicted by different factors at different ages but generally it was continuous and multidimensional, and strongly associated with mother involvement. Low parental socio‐economic status and child behaviour problems were negatively related to father involvement at age 7. With older children, father involvement was inversely related to family size and poor school performance. Financial difficulties in the family were not related to father involvement at either age. Domestic tension was negatively related to certain aspects of fathers' involvement with younger children. Father's education was generally related to father's involvement but maternal employment was only related to low father‐interest in child's education at age 7 and 11 years.     

The development of maternal self‐esteem

Although an important theoretical concept, little is known about the development of maternal self‐esteem. This study explores the significance of maternal cognitions, psychopathological symptoms, and child temperament in the prediction of prenatal and postnatal maternal self‐esteem. During pregnancy 162 women completed measures assessing their unhealthy core beliefs, psychopathological symptoms, and self‐esteem. At 1 year postpartum 87 of these women completed measures assessing their self‐esteem and their child's temperament. Overall maladaptive maternal core beliefs and psychopathological symptoms during pregnancy explained 19% of the variance in prenatal maternal self‐esteem. Forty‐two percent of the variance in maternal self‐esteem at 1 year could be explained by a combination of prenatal maternal self‐esteem, mental health symptoms, maternal core beliefs, and more unsociable infant temperament. Underlying maternal cognitive structures may be important in determining the development of maternal self‐esteem.     

Anne‐Thérèse de Lambert on Aging and Self‐Esteem

This article studies Madame de Lambert's early eighteenth‐century views on aging, and especially the aging of women, by contextualizing them in a twofold way: (1) It understands them as a response to La Rochefoucauld's skepticism concerning aging, women, and the aging of women; (2) It understands them as being closely connected to a long series of scattered remarks concerning esteem, self‐esteem, and honnêteté in Lambert's moral essays. Whereas La Rochefoucauld describes aging as a decline of intellectual, emotional, and physical powers and is suspicious of the mechanisms of esteem and self‐esteem, Lambert develops a view of aging as offering the chance to become more independent of the judgment of others, especially the chance for women to become more independent of the judgment of men. As she argues, aging offers women the possibility of cultivating genuinely estimable intellectual and emotional qualities that attract the justified esteem essential for a stable friendship, as well as the opportunity to develop a form of self‐esteem that is based on respect for one's own capacities of judgment.     

Intended and Unintended Reverberation of Traditional and Pro‐age Commercials as a Function of Viewer Age

Pro‐age advertising campaigns feature mature models, at least in part to reduce the depiction of unrealistic body ideals associated with the use of young models. The introduction of mature models into advertising campaigns may have hitherto unexamined effects on viewers' self‐esteem. We therefore compared the impact of mature and young models on women's levels of self‐esteem. Young adult and middle‐aged women were subtly exposed to young or pro‐age female models before completing an affective priming task designed to measure self‐esteem. As predicted, exposure influenced only appearance‐based self‐esteem, but not global self‐esteem. Furthermore, age congruency led to decreased self‐esteem, whereas age incongruency led to increased self‐esteem. Specifically, exposure to young models decreased young women's self‐esteem, just as exposure to mature models decreased middle‐aged women's self‐esteem. By contrast, exposure to mature models increased young women's self‐esteem, and exposure to young models increased middle‐aged women's self‐esteem. The implications for marketing campaigns are discussed. Copyright © 2013 John Wiley & Sons, Ltd.     

Relation‐based intervention with at‐risk mothers: Outcome in the second year of life

It has been shown that the UCLA home visiting/mother–infant group intervention made a significant positive impact during the child's first 2 years of life on two indices of the mother's support and on three areas of mother–child and child development: (1) The mother's responsiveness to the needs of her child and the related development of his or her security of attachment; (2) the mother's encouragement of her child's autonomy and the related development of his or her autonomy; and (3) the mother's encouragement of her child's task involvement and the related development of his or her task orientation. By child age 2 years, the mothers experiencing the intervention, in comparison with those that did not, also used verbally persuasive as opposed to coercive intrusive methods of control and their children responded more positively to these controls. Mothers who did not experience the help of the intervention had significantly more difficulty controlling their child if it was a boy as opposed to a girl. They used the least appropriate methods of control, and the boys responded more negatively to these controls. The nature of the development of the mother's use of appropriate controls and the child's response to that control was elucidated by determining on the total sample where 12‐month antecedents influenced the indices of control either independently of or in interaction with the intervention status. The child's endurance in the test situation was an independent predictor of mother‐appropriate control and the child's positive response to that control, while the absence of maternal intrusiveness further enhanced the impact of the intervention on that control. ©2001 Michigan Association for Infant Mental Health.     

Synchrony in the Triad: A Microlevel Process Model of Coparenting and Parent‐Child Interactions

Guided by a microanalytic approach to the study of relationships, we assessed parent, infant, and coparental behaviors during triadic interactions in 94 parents and their 5‐month‐old firstborn child. Relational behaviors in each family subsystem—mother‐infant, father‐infant, and coparenting—were microcoded. Marital satisfaction and infant temperament were self‐reported. No differences were found in the infants' behavior toward mother and father or in the time spent with each parent. Mothers' and fathers' relational behavior during parent‐infant episodes were generally comparable, yet mothers vocalized more and the latency to father's displaying positive affect was longer. Conditional probabilities indicated that under conditions of coparental mutuality, fathers showed more positive behaviors than mothers. Lag‐sequential analysis demonstrated that change in the infant's social focus between parents followed change in coparental behavior. Fathers' coparental mutuality was independently predicted by maternal behavior during mother‐child episodes, father marital satisfaction, and infant difficult temperament, whereas mothers' coparental mutuality was only linked with fathers' relational behavior. Results highlight the importance of including a microlevel perspective on the family system at the first stages of family development.     

Sense of Competence and Beliefs About Parental Roles in Mothers and Fathers as Predictors of Coparenting and Child Engagement in Mother–Father–Infant Triadic Interactions

The aim of this study was to assess the extent to which a sense of competence and beliefs about parental roles in mothers and fathers influence coparenting and child engagement in triadic interactions during the first 2 years of the child's life, after other influential variables such as marital satisfaction and postpartum depression have been controlled for. The sample constituted 69 mother–father–infant families, whose sense of competence, beliefs in parental roles, postpartum depression, and marital satisfaction were assessed in our laboratory at 3, 9, and 18 months with self‐reported questionnaires. Coparenting support and conflict and child engagement were assessed with the Lausanne Trilogue Play. Results show that (i) predictors of coparenting and child engagement are not the same at each time point; (ii) a sense of competence in mothers is positively linked with coparenting support, particularly at 3 months, whereas in fathers, it is negatively linked with support, particularly at 18 months; (iii) discrepancies between mothers and fathers in beliefs about the importance of the mother's role is the main predictor of coparenting conflict at 18 months; and (iv) paternal beliefs about the importance of the father's and mother's roles are the main predictor of child engagement at 18 months. Copyright © 2015 John Wiley & Sons, Ltd.     

Influence of self‐esteem,locus of control,and organizational climate on psychological empowerment in a sample of Chinese teachers

This study examined the effects of locus of control, self‐esteem, and organizational climate on psychological empowerment in a sample of Chinese teachers. Participants were 1,272 Chinese teachers (460 men and 821 women) residing in six provinces in China. Results indicated that self‐esteem was a positive predictor of psychological empowerment. Several dimensions of organizational climate, namely professional communication, decision‐making, appraisal and recognition, supportive leadership, and professional growth, were also positive predictors of teachers’ psychological empowerment. Locus of control, although related to psychological empowerment, had no predictive effects when other factors related to empowerment were considered.     

The relationships among gratitude,self‐esteem,depression, and suicidal ideation among undergraduate students

The main purpose of this study was to examine the relationships among gratitude, self‐esteem, depression, and suicidal ideation. In total, 814 undergraduate participants (259 males and 555 females with mean age of 20.13 years) completed four inventories measuring the variables of interest. Analyses of structural equation modeling found that gratitude had direct effects on individuals' self‐esteem, depression, and suicidal ideation. In addition, gratitude had indirect effects on individuals' suicidal ideation via self‐esteem and depression, and self‐esteem had direct effects on individuals' depression. These results support the proposed model of suicidal ideation and contribute to the understanding of how gratitude influences individuals' suicidal ideation via psychological and physical variables.     

The role of fathers in children's emotion regulation development: A systematic review

This systematic review summarizes the results of 43 studies that explored the potential role of fathers in emotion regulation (ER) development in children. Following a tripartite model, this review investigates the paternal modelling of ER strategies, emotion-related paternal parenting practices, father–child emotional climate, and fathers' characteristics, by identifying 16 specific themes of paternal factors that could play a role in the child's ER development. Results show that while a large number of studies investigated father–child emotional climate and fathers' characteristics and their association with children's ER, the effects of paternal modelling and the father's emotion-related parenting practices on children's ER are still understudied. This review reveals that several factors—fathers' modelling of ER strategies; positive reactions and support in responding to their child's expression of emotions; better quality of the father–child relationship; higher father–child attachment security; and positive parenting in terms of sensitivity, engagement, and expressiveness—had significant associations with children's higher ER skills. Conversely, fathers' psychopathology and harsh parenting were associated with poorer ER skills in children.

Highlights

• This study summarized existing literature that explored the association between paternal factors and ER in children.
• The review showed some evidence supporting the paternal role in children's ER development.
• Fathers' role in the development of child's ER is most prominent in infancy and toddlerhood.
• Most paternal factors significantly associated with a child's ER reflected previous findings examining maternal factors.

     

Teacher–child conflict and aggressive behaviour in first grade: the intervening role of children's self‐esteem

High levels of teacher–child conflict have repeatedly been found to amplify children's aggressive behaviour. Up to now, however, research on possible mechanisms explaining this link is largely lacking. The current study aimed to test whether children's self‐esteem is an intervening mechanism. Participants were 139 children (70 boys, M age = 6.18 years) and their teachers from 35 classes in 19 schools who were followed longitudinally throughout first grade. Teacher–child conflict was measured during the first trimester (October to December), children's self‐esteem (three child interviews) during the second trimester (January to March) and children's aggressive behaviour during the first and third trimester (April to June). Teacher–child conflict had a significant indirect effect on changes in children's aggressive behaviour across first grade through its effect on children's self‐esteem. Copyright © 2011 John Wiley & Sons, Ltd.     

Predicting self‐esteem during unemployment: The effect of gender,financial deprivation,alternate roles,and social support

Two hundred and one unemployed men and women participated in a cross‐sectional study that assessed self‐esteem, financial deprivation, number of alternate roles, and use of social support. Financial deprivation, alternate roles, and social support each had a main effect on self‐esteem. In addition, these variables interacted with gender to affect self‐esteem. Specifically, financial deprivation had a greater negative association with self‐esteem in men as compared with women. In contrast, alternate roles and social support had a stronger positive relationship to self‐esteem in women than in men. The incorporation of these findings into intervention programs for unemployed persons is discussed.     

Adolescent peer crowd self‐identification,attributional style and perceptions of parenting

This paper examines the relationships between self‐identified crowd membership, attributional characteristics, and perceptions of parental style among students in their first year of high school (N = 893). The aim was to assess the extent to which group identity is reflected in self‐reported characteristics. Most students self‐identified either as studious, athletes, populars, rebels, or normals (N = 669) and also completed measures of perceptions of parental styles and attributional style. Consistent differences were observed between self‐identified studious and rebel teenagers. One‐way ANOVAS revealed significant group differences on mother's authoritativeness, father's authoritativeness, positive attributional style, and negative attributional style. These results are discussed with reference to the interplay between group influences and individual characteristics. Copyright © 2005 John Wiley & Sons, Ltd.     

Self‐esteem and values

The purpose of the present study was to connect personal values to self‐esteem in 14 samples (N = 3612) of pre‐professionals, high school students, and adults, from Finland, Russia, Switzerland, Italy, and Estonia. Self‐enhancement values (power, achievement) and openness to change values (self‐direction, stimulation) were positively, and self‐transcendence values (universalism, benevolence) and conservation values (tradition) were negatively related to self‐esteem. These direct relations between values and self‐esteem were only partly consistent with predictions derived from Maslow's theory of growth and deficiency needs. In samples of pre‐professionals, self‐esteem was correlated with congruence between personal values and the prevailing values environment. On the group‐level, endorsement of achievement and universalism values was more strongly and positively related to self‐esteem in samples where these values were considered more important. In contrast, endorsement of self‐direction and hedonism values was more strongly and positively related to self‐esteem in samples where these values were considered less important. These group‐level results are interpreted as suggesting that attainment of culturally significant goals may raise self‐esteem, but that high self‐esteem may be required for the pursuit of less socially desirable goals. Copyright © 2007 John Wiley & Sons, Ltd.     

Personality,self‐esteem,and self‐construal as correlates of forgivingness

The relationship between forgivingness (enduring resentment, sensitivity to circumstances, and overall propensity to forgive) and a number of personality dimensions relevant to forgivingness was examined. These dimensions were self‐esteem, shyness and embarrassment, on one hand, and self‐construal and perceived loneliness, on the other hand. The main relationships between forgivingness and personality concerned the interpersonal dimensions of personality: shyness, embarrassment, independence from others, and interdependence with others. However, the intra‐personal, strictly self‐referential concomitants of these dimensions (self‐esteem and loneliness) were not much linked to forgivingness. Furthermore, each personality factor had a distinct link with forgivingness: independence made the resentment still more enduring, shyness and social embarrassment exacerbated the sensitivity to circumstances, and interdependence increased the willingness to forgive. These findings throw light on the double aspect of forgiveness as intra‐ and inter‐individual and on the relative independence of these aspects. The observed pattern of relationships varied notably (and significantly) as a function of the participants' genders. It could be therefore important, in future studies, to compute systematically correlation coefficients or assess main effects separately for women and men. Copyright © 2003 John Wiley & Sons, Ltd.     

Attachment models of the self and others: Relations with self‐esteem,humanity‐esteem,and parental treatment

The present research tested the extent to which perceptions of early childhood experiences with parents predicted general views of the self (i.e., self‐esteem) and others (i.e., humanity‐esteem), and whether attachment self‐ and other‐models mediated these links. Two studies used a new measure of humanity‐esteem (Luke & Maio, 2004) to achieve these ends. As expected, indices that tapped a positive model of the self in relationships were associated with high self‐esteem and indices that tapped a positive model of others in relationships were associated with high humanity‐esteem. Also, early attachment experiences with fathers and mothers predicted self‐esteem and humanity‐esteem, respectively, and these direct relations were mediated by the attachment models. The studies, therefore, provide direct evidence that attachment measures predict general favorability toward the self and others, while revealing novel differences in the roles of childhood experiences with fathers and mothers.

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Difficult temperament predicts self‐esteem in adolescence

A six‐year longitudinal study investigated the impact of maternal hostile child‐rearing attitudes, role dissatisfaction, and maternal perceptions of adolescent temperamental difficultness on self‐esteem in late adolescence, after controlling for the initial self‐esteem measured in early adolescence. Adolescents (n = 313), derived from the Cardiovascular Risk in Young Finns study, rated their self‐esteem at the study entry at age 12, and six years later at age 18. Maternal reports of child‐rearing attitudes, of role satisfaction, and of the temperament of the adolescent were obtained at the study entry and three years later. Mother's perceptions of adolescent's temperament as difficult at ages 12 and 15 predicted adolescent's self‐reported self‐esteem in late adolescence, whereas earlier self‐esteem did not predict later perceptions of temperament or parenting. We found no evidence that maternal perceptions of parenting indirectly, or after controlling for the initial level, predicted adolescent's self‐reported self‐esteem. Copyright © 2002 John Wiley & Sons, Ltd.