Collaborative Innovation Center of Assessment toward Basic Education Quality.
Faculty of Education.
J Fam Psychol. 2021 Dec;35(8):1171-1180. doi: 10.1037/fam0000840. Epub 2021 Mar 18.
Parental self-efficacy beliefs develop over time. Most research, however, has focused mainly on the trajectories and predictors of trajectories of maternal self-efficacy, while little is known about those of paternal self-efficacy. This study examined the change in paternal self-efficacy for educational involvement during children's elementary school period, analyzing whether the change is influenced by fathers' long working hours (i.e., work hours on workdays and work hours on nonworkdays) and fathers' perceptions of time and energy. Data from 1,684 Chinese fathers of fourth grade children were collected every half year for two-and-a-half consecutive years. The results of a latent growth curve analysis revealed that paternal self-efficacy for educational involvement increased over the elementary school period. Fathers' working hours on nonworkdays were negatively associated with the initial level of paternal self-efficacy for educational involvement, but this negative effect was nonsignificant after fathers' perceived time and energy were added to the final model. Fathers' perceived time and energy were positively associated with the initial level of paternal self-efficacy for educational involvement and negatively associated with the growth rate of paternal self-efficacy for educational involvement. The findings advance the theory of parental self-efficacy, underlining the need to consider fathers' perceived time and energy to understand changes in paternal self-efficacy for educational involvement. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
父母自我效能感信念是随着时间发展的。然而，大多数研究主要集中在母亲自我效能感的轨迹和轨迹预测上，而对父亲自我效能感的轨迹知之甚少。本研究考察了父亲在子女小学期间参与教育的自我效能感的变化，分析了这种变化是否受到父亲的长工作时间（即工作日和非工作日的工作时间）和父亲对时间和精力的看法的影响。本研究连续两年每半年收集了 1684 名四年级孩子的中国父亲的数据。潜增长曲线分析的结果表明，父亲参与教育的自我效能感在整个小学阶段都有所提高。父亲在非工作日的工作时间与父亲参与教育的自我效能感的初始水平呈负相关，但在最终模型中加入父亲感知的时间和精力后，这种负效应变得不显著。父亲感知的时间和精力与父亲参与教育的自我效能感的初始水平呈正相关，与父亲参与教育的自我效能感的增长率呈负相关。这些发现推进了父母自我效能感理论，强调需要考虑父亲感知的时间和精力来理解父亲参与教育的自我效能感的变化。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
