Kara Demet, Sümer Nebi
Department of Psychology, Middle East Technical University, Ankara, Turkey.
Faculty of Arts and Social Sciences, Sabancı University, Istanbul, Turkey.
Front Psychol. 2022 Mar 21;13:772023. doi: 10.3389/fpsyg.2022.772023. eCollection 2022.
This study explored the unique effect of fathers' parenting behaviors and the quality of co-parenting described as the degree of consistency between paternal and maternal parenting behaviors on children's academic self-efficacy. The power of both pancultural parenting behaviors (i.e., emotional warmth and rejection) and specific parenting controlling behaviors that are relatively common in Turkish culture (i.e., intrusion and guilt induction) in predicting academic self-efficacy was tested. A total of 1,931 children completed measures of parenting behaviors and academic self-efficacy in math and literature courses in their school. Overall, girls reported higher levels of literature self-efficacy, whereas boys reported higher levels of math self-efficacy. Compared to boys, girls perceived higher levels of positive parenting behaviors from both their fathers and mothers. The results of the regression analyses showed that, whereas father warmth had stronger effects on boys' math self-efficacy, mother warmth had stronger effects on girls' literature self-efficacy. Examination of the effects of co-parenting quality demonstrated that children with positively consistent parents (i.e., both parents having high positive and low negative parenting behaviors) reported the highest level of academic self-efficacy, whereas those having negatively consistent parents had the lowest level of academic self-efficacy. Analyses on inconsistent co-parenting, however, yielded compensatory effects, which were similar to positively consistent parents, and deterioration effects, which were similar to negatively consistent parents depending on the gender of parent and child, domain of parenting behavior, and academic efficacy. This study contributed to the current literature by showing the unique role of fathers over and beyond mothers, and confirmed the importance of positive parenting and parenting consistency in promoting children's academic efficacy. Cultural and practical implications of the findings were discussed.
本研究探讨了父亲育儿行为以及被描述为父母育儿行为一致性程度的共同育儿质量对孩子学业自我效能感的独特影响。测试了泛文化育儿行为（即情感温暖和拒绝）以及在土耳其文化中相对常见的特定育儿控制行为（即侵入和内疚诱导）在预测学业自我效能感方面的作用。共有1931名儿童在学校完成了育儿行为以及数学和文学课程学业自我效能感的测量。总体而言，女孩报告的文学自我效能感水平较高，而男孩报告的数学自我效能感水平较高。与男孩相比，女孩感知到来自父亲和母亲的积极育儿行为水平更高。回归分析结果表明，父亲的温暖对男孩的数学自我效能感影响更强，而母亲的温暖对女孩的文学自我效能感影响更强。对共同育儿质量影响的检验表明，父母积极一致（即父母双方都有高积极和低消极育儿行为）的孩子报告的学业自我效能感水平最高，而父母消极一致的孩子学业自我效能感水平最低。然而，对不一致共同育儿的分析产生了补偿效应（类似于积极一致的父母）和恶化效应（类似于消极一致的父母），这取决于父母和孩子的性别、育儿行为领域以及学业效能。本研究通过展示父亲相对于母亲的独特作用，为当前文献做出了贡献，并证实了积极育儿和育儿一致性在促进孩子学业效能方面的重要性。讨论了研究结果的文化和实际意义。
