Department of Psychology, University of Montreal.
School of Psychology, Laval University.
Dev Psychol. 2023 Apr;59(4):758-769. doi: 10.1037/dev0001492. Epub 2022 Nov 10.
This study tested a 5-year sequential mediation model linking paternal mind-mindedness in toddlerhood to child early academic achievement through a developmental process unfolding in the preschool years. A sample of 128 mostly White middle-class families (68 girls) living in Montreal, Canada was assessed for paternal mind-mindedness when children were 18 months old, child language at age 2, theory of mind and effortful control at age 4, cognitive school readiness in kindergarten, and finally, achievement in math and reading in first grade. Controlling for maternal mind-mindedness assessed at age 12 months, the results showed prospective associations from paternal mind-mindedness to both math and reading achievement, mediated by theory of mind, effortful control, and school readiness in sequence. Results suggest that paternal mind-mindedness may support child academic outcomes by promoting the acquisition of intermediate skills during preschool years. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
本研究通过在学前阶段展开的发展过程，检验了 18 个月大的幼儿期父亲心理理论与儿童早期学业成就之间的 5 年连续中介模型。该研究对加拿大蒙特利尔的 128 个以白人中产阶级为主的家庭（68 名女孩）的样本进行了评估，这些家庭的父亲心理理论在孩子 2 岁时、儿童语言在 4 岁时、心理理论和努力控制在 4 岁时、幼儿园认知准备在幼儿园，最后是一年级的数学和阅读成绩。控制 12 个月大时的母亲心理理论，结果表明，从父亲心理理论到数学和阅读成绩的前瞻性关联，通过心理理论、努力控制和学校准备依次中介。结果表明，父亲心理理论可能通过促进儿童在学前阶段获得中间技能来支持儿童的学业成果。（PsycInfo 数据库记录（c）2023 APA，保留所有权利）。
