Department of Psychology, University of Pittsburgh.
Norwegian Center for Child Behavioral Development.
Dev Psychol. 2023 Jun;59(6):1074-1086. doi: 10.1037/dev0001523. Epub 2023 Mar 6.
Both maternal and paternal supportive parenting (i.e., sensitivity, warmth, stimulation, and engagement) across early childhood have been found to be associated with multiple domains of children's positive socioemotional functioning. However, few studies have considered how maternal and paternal supportive parenting may interact to impact child development. Thus, the present study assessed direct and moderated longitudinal relations between maternal and paternal supportive parenting in toddlerhood (24 and 36 months, respectively) and fathers' and teachers' reports of children's socioemotional and behavioral adjustment in first grade. Data were drawn from a large, sample of Norwegian parents and children ( = 455, 51% female, 49% male, 10% endorsed financial strain, 75% of fathers and 86% of mothers born in Norway). After controlling for child temperamental activity level and soothability in infancy, path analysis revealed that higher paternal supportive parenting was associated with fewer symptoms of father-reported child hyperactivity/impulsivity in first grade. In addition, a significant interaction between maternal and paternal supportive parenting was evident for three out of the four assessed outcomes (per both father- and teacher-reports): externalizing problems, hyperactivity/impulsivity symptoms, and social skills. Simple slope analyses revealed a negative relation between parental supportive parenting and children's externalizing (father-reported) and hyperactivity/impulsivity problems (father- and teacher-reported) when the child's other parent engaged in low levels of supportive parenting. Similarly, paternal supportive parenting was positively associated with children's social skills (father-report) when mothers engaged in low levels of supportive parenting. Results are discussed with implications for including both mothers and fathers in early childhood research, intervention, and social policy. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
父母双方在幼儿期的支持性育儿（即敏感性、温暖、刺激和参与）都与儿童积极的社会情绪功能的多个领域有关。然而，很少有研究考虑父母双方的支持性育儿如何相互作用来影响儿童的发展。因此，本研究评估了幼儿期（分别为 24 个月和 36 个月）母亲和父亲支持性育儿与父亲和教师报告的一年级儿童社会情绪和行为调整之间的直接和调节纵向关系。数据来自挪威的一大群父母和孩子（=455，51%女性，49%男性，10%表示经济拮据，75%的父亲和 86%的母亲在挪威出生）。在控制了婴儿期的儿童气质活动水平和安抚能力后，路径分析显示，父亲支持性育儿水平较高与一年级时父亲报告的儿童多动/冲动症状较少有关。此外，在评估的四个结果中有三个（父亲和教师报告）都存在父母支持性育儿的显著交互作用：外化问题、多动/冲动症状和社交技能。简单斜率分析显示，当孩子的另一位家长支持性育儿水平较低时，父母支持性育儿与儿童的外化问题（父亲报告）和多动/冲动问题（父亲和教师报告）呈负相关。同样，当母亲支持性育儿水平较低时，父亲支持性育儿与儿童的社交技能（父亲报告）呈正相关。研究结果与在幼儿期研究、干预和社会政策中同时包括母亲和父亲的意义有关。（PsycInfo 数据库记录（c）2023 APA，保留所有权利）。
