Fathers’ Influence on Children’s Cognitive and Behavioural Functioning:
A Longitudinal Study of Canadian Families
Erin Pougnet, Lisa A. Serbin, Dale M. Stack, and Alex E. Schwartzman
Concordia University
An emerging body of research illustrates the connections between fathers and their children’s develop-
ment. This topic is particularly relevant in Québec, a demographically and culturally unique province in
which female lone parenthood is relatively common; this pattern is related to socioeconomic disadvan-
tages that predict negative cognitive and behavioural outcomes in youth. Using data from the Concordia
Longitudinal Risk Project, an intergenerational longitudinal data set collected in inner city areas of
Montreal, the current study investigated the prospective relations between fathers’ presence and parent-
ing, and children’s subsequent cognitive and behavioural functioning. The current sample included 138
families from lower to middle income backgrounds who participated in two waves of data collection:
when children were in middle childhood and subsequently three to five years later in preadolescence. The
results indicated that for girls only, fathers’ presence in middle childhood predicted fewer internalizing
problems in preadolescence. For both boys and girls, fathers’ positive parental control predicted higher
Performance IQ and fewer internalizing problems over six years later. These findings add to the
increasing body of literature suggesting that fathers make important contributions to their children’s
cognitive and behavioural functioning, and point to the benefits of developing policies that encourage
fathers to spend time with their children (i.e., parental leave for men) and promote positive fathering and
involvement through parenting courses.
Keywords: fathers, behaviour problems, cognitive functioning, Canadian context, socioeconomic risk
One type of family that is becoming increasingly common in
North America is the family headed by a single mother. In 2006,
approximately 13% of Canadian families and 22% of families in
Québec included biological fathers who lived apart from their
children (Statistics Canada, 2007a). Families with one parent who
does not live at home typically have lower income levels than
two-parent families (Ricciuti, 2004). In 2006, 7.7% of Canadian
children and youth in two-parent families fell below the low
income cutoff, compared with 32.3% of children and youth in
female lone-parent families (Statistics Canada, 2009). The devel-
opmental outcomes of parental absence and low socioeconomic
status (SES), including income level and educational attainment,
are important to take into account in Québec, as research has
indicated that Québec students who attend public schools in non-
disadvantaged areas are one and a half times more likely to
graduate high school than students attending schools in economi-
cally disadvantaged areas (Gouvernement du Québec, 2008). SES
is related to indicators of su.
This study examined how socioeconomic factors like parents' education and income indirectly relate to children's academic achievement through their influence on parents' expectations and behaviors in the home environment. The study used data from a national sample of 868 children ages 8-12. Structural equation modeling found that parents' education and income were indirectly related to children's achievement through their association with parents' expectations and behaviors that stimulate learning in the home, like reading, constructive play, and emotional support. However, the processes linking socioeconomic factors and achievement differed between racial groups. Parents' education was found to be an important socioeconomic factor to consider in policy and research regarding school-aged children.
Criminology Essay QuestionsPlease answer the following questio.docxfaithxdunce63732
Criminology Essay Questions
Please answer the following questions using APA citation in one or two paragraphs:
1. In what fundamental ways does conflict theory differ from the other theories we have covered (choice, trait, social structure, social process)?
2. Which social process theory does the best job of explaining adult criminality? Which social process theory does the best job of explaining juvenile delinquency? (These cannot be the same theories.) What do both of these theories have in common?
Family Size, Family Type and Student Achievement:
Cross-National Differences and the Role of
Socioeconomic and School factors
GARY N.MARKS*
BNTRODUCnON
The finding that students from larger families have less favorable educational outcomes is
well established in the United States (Blake, 1989; Mare and Chen, 1986; Powell and Parcel,
1999). Negative effects for family size or the tiumber of siblings on educational attainment
have been also found in Australia, Finland, Hong Kong and Israel (Le and Miller, 2001; Post
and Pong, 1998; Riala, et al., 2003; Shavit and Pierce, 1991). With regard to family type, it is
generally concluded that in the United States children from divorced families show poorer
educational outcomes than children from intact families (Amato, 2000; Jeynes, 2002:13-18).
Lower educational attainments of students from divorced or single-patent families have also
been found in Finland and Great Britain (Powell and Parcel, 1999; Riala, et al., 2003). In the
United States, children from reconstituted families — that is, families with a stepparent —
tend to have lower educational attainments than children from two-parent families, and, in
quite often, single-parent families (Biblarz and Raferty, 1999; Jeynes, 1999).
It is not possible to conclude if the effects of family size and type on educational outcomes
are similar or very different across countries, even with a large number of single country
studies, due to differences in sampling and measurement. However, cross-national
comparisons are possible with international studies of student achievement, which select
comparable samples and use identical outcome measures. In the first international reading
study, Thomdike (1973:74-79) reported consistently negative correlations between the number
of siblings and reading achievement among 14-year-olds. The median correlation was -0.11,
with stronger negative effects in Scotland, England and Hungary, but very weak correlations
in other countries. In the first international science study, the negative correlation between
family size and science achievement was strongest iti Scotland, England and Japan, and
weakest in Belgium, Italy and Sweden (Comber and Keeves, 1973:258). The more recent
international achievement studies have not been employed to extensively examine the
relationship between family size and achievement. However, they have been used to
investigate the effects of single-parent families. Using data from the Third.
Family Size, Gender, and Birth Order in Brazilannisamedika
This document summarizes a research study that examines the impact of family size on adolescents' education and work in Brazil. It considers how family resources are allocated and whether this varies by gender and birth order. The study uses a twin birth instrumental variable approach and national survey data to address methodological concerns about the joint determination of family size and children's outcomes. While previous research primarily focused on education in developed countries, this study expands outcomes to include work and examines whether effects differ for boys and girls or by birth order.
Evaluating PICCOLO Scores Against the Crowell Is the PICCOLO Valid with Pare...Felicia Nicole Ghrist
This document discusses using the PICCOLO assessment tool to evaluate parenting skills with parents in the child welfare system. It summarizes previous research showing poor outcomes for infants who experience maltreatment. The study aims to validate the PICCOLO for use with maltreating parents by comparing PICCOLO scores to the Crowell assessment during free play and teaching tasks. It hypothesizes the PICCOLO scales will correlate with Crowell scales, and scores during teaching will correlate stronger. The study analyzes videos of 10 parent-child dyads before and after a parenting program through a Baby Court project.
This study examined the impact of fathering quality on college students' academic and psychosocial development. The researchers administered a survey to 192 college students assessing their perceptions of their fathers' parenting quality at different stages of life, as well as their academic performance, self-esteem, values, and other outcomes. Key findings included:
1) Students' perceptions of their fathers' parenting quality declined during adolescence but improved after entering college.
2) Higher fathering quality ratings were associated with better psychosocial outcomes like higher self-esteem.
3) Several father and environmental factors predicted higher perceptions of fathering quality, including the father's education, income, drinking habits, availability, neighborhood safety, and parents'
The Relative Importance of Paternal and Maternal Involvement as Predictors of...CITE
http://citers2014.cite.hku.hk/the-relative-importance-of-paternal-and-maternal-involvement-as-predictors-of-adolescents-home-internet-use-and-usage/
Author
LAU, Wilfred W.F. (HKU); YUEN, Allan H.K. (HKU)
Abstract
This study examined three parenting variables (parental education, parental ICT literacy, and parenting style) predicting adolescents’ home internet use and usage using relative importance analysis. Design. Participants were 807 Secondary 1 (Grade 7) students who completed independent paper-based surveys in Hong Kong. Results. Irrespective of adolescent gender, maternal education, parental monitoring style, and parental worry style were the three most important predictors for learning-related internet usage. Male adolescents were highly influenced by maternal education and paternal parenting style whereas female adolescents were highly influenced by maternal parenting style and paternal education. For leisure-related internet usage, the three most important predictors were maternal permission style, paternal permission style, and paternal monitoring style. Maternal permission style and paternal permission style showed the highest importance for male adolescents. Maternal permission style, paternal ICT literacy, paternal monitoring style, and maternal worry style were the most important predictors for female adolescents. Conclusions. We discerned some generic parenting patterns and some specific parenting patterns with respect to adolescent gender. Mothers are relatively more important in the supervision of adolescents’ internet use and usage at home than are fathers.
Family income does not necessarily impact student achievement as much as previously thought. Several studies have found other factors like work hours, institution type, enrollment length, age, and family background are more influential. One study showed academic achievement is less dependent on income as parental education levels increase. The present study found a student's perception of family income did not affect their achievement. Paternal support of education was found to significantly impact achievement, while maternal education level did not. However, other research has found households with active fathers foster maternal involvement, creating a support system that benefits educational attainment. While some past research linked family income and certain demographics to achievement, the present study found no significant relationships between income, race, ethnicity and student achievement.
The document summarizes a research study that examines the effects of divorced fathers on behavioral problems in adolescents. Specifically, it looks at adolescents living full-time with their divorced father. The study will examine the relationship between the father-adolescent relationship and the adolescent's internalizing and externalizing behaviors. It hypothesizes that adolescents with a positive relationship with their father will exhibit fewer behavioral problems than those with a negative relationship. The study will measure the father-adolescent relationship quality and adolescent behaviors using standardized assessments. It will recruit 60 father-adolescent pairs in the Finger Lakes region of New York to participate.
This study examined how socioeconomic factors like parents' education and income indirectly relate to children's academic achievement through their influence on parents' expectations and behaviors in the home environment. The study used data from a national sample of 868 children ages 8-12. Structural equation modeling found that parents' education and income were indirectly related to children's achievement through their association with parents' expectations and behaviors that stimulate learning in the home, like reading, constructive play, and emotional support. However, the processes linking socioeconomic factors and achievement differed between racial groups. Parents' education was found to be an important socioeconomic factor to consider in policy and research regarding school-aged children.
Criminology Essay QuestionsPlease answer the following questio.docxfaithxdunce63732
Criminology Essay Questions
Please answer the following questions using APA citation in one or two paragraphs:
1. In what fundamental ways does conflict theory differ from the other theories we have covered (choice, trait, social structure, social process)?
2. Which social process theory does the best job of explaining adult criminality? Which social process theory does the best job of explaining juvenile delinquency? (These cannot be the same theories.) What do both of these theories have in common?
Family Size, Family Type and Student Achievement:
Cross-National Differences and the Role of
Socioeconomic and School factors
GARY N.MARKS*
BNTRODUCnON
The finding that students from larger families have less favorable educational outcomes is
well established in the United States (Blake, 1989; Mare and Chen, 1986; Powell and Parcel,
1999). Negative effects for family size or the tiumber of siblings on educational attainment
have been also found in Australia, Finland, Hong Kong and Israel (Le and Miller, 2001; Post
and Pong, 1998; Riala, et al., 2003; Shavit and Pierce, 1991). With regard to family type, it is
generally concluded that in the United States children from divorced families show poorer
educational outcomes than children from intact families (Amato, 2000; Jeynes, 2002:13-18).
Lower educational attainments of students from divorced or single-patent families have also
been found in Finland and Great Britain (Powell and Parcel, 1999; Riala, et al., 2003). In the
United States, children from reconstituted families — that is, families with a stepparent —
tend to have lower educational attainments than children from two-parent families, and, in
quite often, single-parent families (Biblarz and Raferty, 1999; Jeynes, 1999).
It is not possible to conclude if the effects of family size and type on educational outcomes
are similar or very different across countries, even with a large number of single country
studies, due to differences in sampling and measurement. However, cross-national
comparisons are possible with international studies of student achievement, which select
comparable samples and use identical outcome measures. In the first international reading
study, Thomdike (1973:74-79) reported consistently negative correlations between the number
of siblings and reading achievement among 14-year-olds. The median correlation was -0.11,
with stronger negative effects in Scotland, England and Hungary, but very weak correlations
in other countries. In the first international science study, the negative correlation between
family size and science achievement was strongest iti Scotland, England and Japan, and
weakest in Belgium, Italy and Sweden (Comber and Keeves, 1973:258). The more recent
international achievement studies have not been employed to extensively examine the
relationship between family size and achievement. However, they have been used to
investigate the effects of single-parent families. Using data from the Third.
Family Size, Gender, and Birth Order in Brazilannisamedika
This document summarizes a research study that examines the impact of family size on adolescents' education and work in Brazil. It considers how family resources are allocated and whether this varies by gender and birth order. The study uses a twin birth instrumental variable approach and national survey data to address methodological concerns about the joint determination of family size and children's outcomes. While previous research primarily focused on education in developed countries, this study expands outcomes to include work and examines whether effects differ for boys and girls or by birth order.
Evaluating PICCOLO Scores Against the Crowell Is the PICCOLO Valid with Pare...Felicia Nicole Ghrist
This document discusses using the PICCOLO assessment tool to evaluate parenting skills with parents in the child welfare system. It summarizes previous research showing poor outcomes for infants who experience maltreatment. The study aims to validate the PICCOLO for use with maltreating parents by comparing PICCOLO scores to the Crowell assessment during free play and teaching tasks. It hypothesizes the PICCOLO scales will correlate with Crowell scales, and scores during teaching will correlate stronger. The study analyzes videos of 10 parent-child dyads before and after a parenting program through a Baby Court project.
This study examined the impact of fathering quality on college students' academic and psychosocial development. The researchers administered a survey to 192 college students assessing their perceptions of their fathers' parenting quality at different stages of life, as well as their academic performance, self-esteem, values, and other outcomes. Key findings included:
1) Students' perceptions of their fathers' parenting quality declined during adolescence but improved after entering college.
2) Higher fathering quality ratings were associated with better psychosocial outcomes like higher self-esteem.
3) Several father and environmental factors predicted higher perceptions of fathering quality, including the father's education, income, drinking habits, availability, neighborhood safety, and parents'
The Relative Importance of Paternal and Maternal Involvement as Predictors of...CITE
http://citers2014.cite.hku.hk/the-relative-importance-of-paternal-and-maternal-involvement-as-predictors-of-adolescents-home-internet-use-and-usage/
Author
LAU, Wilfred W.F. (HKU); YUEN, Allan H.K. (HKU)
Abstract
This study examined three parenting variables (parental education, parental ICT literacy, and parenting style) predicting adolescents’ home internet use and usage using relative importance analysis. Design. Participants were 807 Secondary 1 (Grade 7) students who completed independent paper-based surveys in Hong Kong. Results. Irrespective of adolescent gender, maternal education, parental monitoring style, and parental worry style were the three most important predictors for learning-related internet usage. Male adolescents were highly influenced by maternal education and paternal parenting style whereas female adolescents were highly influenced by maternal parenting style and paternal education. For leisure-related internet usage, the three most important predictors were maternal permission style, paternal permission style, and paternal monitoring style. Maternal permission style and paternal permission style showed the highest importance for male adolescents. Maternal permission style, paternal ICT literacy, paternal monitoring style, and maternal worry style were the most important predictors for female adolescents. Conclusions. We discerned some generic parenting patterns and some specific parenting patterns with respect to adolescent gender. Mothers are relatively more important in the supervision of adolescents’ internet use and usage at home than are fathers.
Family income does not necessarily impact student achievement as much as previously thought. Several studies have found other factors like work hours, institution type, enrollment length, age, and family background are more influential. One study showed academic achievement is less dependent on income as parental education levels increase. The present study found a student's perception of family income did not affect their achievement. Paternal support of education was found to significantly impact achievement, while maternal education level did not. However, other research has found households with active fathers foster maternal involvement, creating a support system that benefits educational attainment. While some past research linked family income and certain demographics to achievement, the present study found no significant relationships between income, race, ethnicity and student achievement.
The document summarizes a research study that examines the effects of divorced fathers on behavioral problems in adolescents. Specifically, it looks at adolescents living full-time with their divorced father. The study will examine the relationship between the father-adolescent relationship and the adolescent's internalizing and externalizing behaviors. It hypothesizes that adolescents with a positive relationship with their father will exhibit fewer behavioral problems than those with a negative relationship. The study will measure the father-adolescent relationship quality and adolescent behaviors using standardized assessments. It will recruit 60 father-adolescent pairs in the Finger Lakes region of New York to participate.
A comprehensive review of research on the effect that birth order has on academic success in children. Within the CFLE matrix, this literature review falls under the substance areas of families in society and internal dynamics of families. It falls under the competency area of assessment and evaluation skills.
Young teen fathers displayed the lowest levels of positive parenting behaviors and highest levels of intrusive behaviors during interactions with their toddlers compared to emerging adult and on-time fathers. Emerging adult fathers were more likely to engage in physical punishment such as spanking than both on-time and older fathers. The findings suggest that a father's age at the time of their child's birth predicts the quality of parenting, with teenage fathers demonstrating parenting styles associated with poorer developmental outcomes for children.
Does Parental Sexual Orientation Matter A Longitudinal FollowDustiBuckner14
Does Parental Sexual Orientation Matter? A Longitudinal Follow-Up of
Adoptive Families With School-Age Children
Rachel H. Farr
University of Kentucky
Controversy continues to surround parenting by lesbian and gay (LG) adults and outcomes for their
children. As sexual minority parents increasingly adopt children, longitudinal research about child
development, parenting, and family relationships is crucial for informing such debates. In the psycho-
logical literature, family systems theory contends that children’s healthy development depends upon
healthy family functioning more so than family structure. From the framework of family stress theory,
it was expected that longitudinal outcomes for school-age children adopted in infancy could be distinct
among those with same-sex versus other-sex parents (N � 96 families). Similar findings were hypoth-
esized in terms of parent adjustment, couple relationships, and family functioning in comparing same-sex
and other-sex parent families. Results indicated that adjustment among children, parents, and couples, as
well as family functioning, were not different on the basis of parental sexual orientation (lesbian, gay, or
heterosexual) when children were school-age. Rather, children’s behavior problems and family func-
tioning during middle childhood were predicted by earlier child adjustment issues and parenting stress.
These findings are consistent with and extend previous literature about families headed by LG parents,
particularly those that have adopted children. The results have implications for advancing supportive
policies, practices, and laws related to adoption and parenting by sexual minority adults.
Keywords: middle childhood, parenting stress, couples, adoptive families, sexual orientation
Americans remain divided about their views on lesbian and gay
(LG) adults raising children, according to the Pew Research Center
(e.g., Daugherty & Copen, 2016). Controversy often centers on
whether children need a mother and a father for optimal develop-
ment, yet theoretical perspectives tend to emphasize the impor-
tance of high-quality parenting and family relationships, rather
than family structure (Lamb, 2012). Outcomes for children with
LG parents have been featured in legal and policy debates about
same-sex marriage and the adoption of children. How children fare
with same-sex parents was a pivotal consideration in the June 2015
Supreme Court decision about marriage equality (Obergefell v.
Hodges; e.g., American Psychological Association, 2015). Despite
debate, millions of sexual minority (i.e., nonheterosexual) adults
desire to be parents and many are already parents, including
adoptive parents (Riskind & Patterson, 2010). During recent years,
the number of adoptive LG parents has doubled (Gates, 2011).
According to 2010 Census data, same-sex couples are four times
more likely than other-sex couples to adopt children (Gates, 2013).
From data representing couples and single parents (2000 Census, ...
This document summarizes a study that evaluated interventions to promote father engagement for low-income families. The study randomly assigned 289 couples to one of three conditions: father-focused groups, couple-focused groups, or an informational meeting. Compared to the informational meeting group, the intervention groups showed positive effects on father engagement, couple relationships, and children's behaviors. Participants in the couple-focused groups showed more consistent, long-lasting benefits than those in father-only groups. The effects were similar across family structures, income levels, and ethnicities.
Ralph SantosEDHD-320.0501 October 10, 2017 Effects of Par.docxaudeleypearl
Ralph Santos
EDHD-320.0501
October 10, 2017
“Effects of Parents’ Migration on the Education of Children Left Behind in Rural China” by Minhui Zhou, Rachel Murphy, and Ran Tao
The first research question is: what is the impact of parents’ migration status on children’s educational outcomes? The available literature shows a mixed picture concerning whether children whose parents have moved are benefited in their education, while others willhave fouind that they are disadvantaged. The second research question involveconcerns the impact of both the parental absence and also the post-migration parental structures on children’s educational outcomes. As evidenced by this questions, most of the family structures research which has been undertaken by migration studies scholars have scrutinized the impacts of single-parent parenthood on children’s educational performance and attainment. The third and last research question pertains to the ways in which the effects of parental migration and the effects of post-migration parenthood may vary depending on the children’s sex. This literature also draws some insights into the sex variations and the effects of parental migration on children’s educational results.
Data for this study was collected by sampling method. The final sample involved 1,010 children: 53% were from Anhui province and 47% in Jiangxi province. In case of theFor 304 children, both parents were at home while the other 706 children had a least 15 who had migrated. Also, there were 997 primary school students, which is, in grades 4 and 6 representing 69% and 313 junior high school students representing 31%. Boys were 533, where 55% of the sample that shows the girls numbered 457. Children in the sample were aged between 8 and 17, with an average age of 12 years. The independent variables for this study are parents’ migration status which was designated as one of three status;types: both parents are at home, one parent is a migrant, and both parents are migrants. Dependent variables are the children’s educational performance, which is measured by the average of children’s test scores for the year 2009 and 2010 in Chinese and mathematics. Comment by Susan: ? what type of sampling method? Comment by Susan: ? (is the 5 a typo?) Comment by Susan: unclear wording
This article draws on an original cross-sectional survey of 1,010 children and their parents in highly migratory locations of Anhui and Jiangxi province located in China’s interior. It employs inclination score matching, a skill which mitigates indigeneity, to examine the impact of parental migration and post-migration responsibility arrangements on the children’s educational performance as measured by test scores for Chinese and mathematics. One major finding is that the educational performance of the children is adversely impacted by the parental migration only when both the parents migrate or when or in the instance that a non-parent guardian is a principal caretaker. Consequentiall ...
Duncan, early childhood poverty and adult attainmenttenicaw
Early childhood poverty has detrimental effects on several adult attainment outcomes like earnings and work hours according to a study using data from the Panel Study of Income Dynamics. The study found statistically significant negative impacts of poverty between birth and age 5 on later adult earnings and work hours, but not on behavioral outcomes like criminal arrests. Most effects were indirect, operating through impacts on adult work hours rather than direct effects. The study controls for later childhood income and demographic factors to obtain relatively unbiased estimates of early childhood poverty's total effects on adult outcomes.
Single Fathers Rearing Successful Children and Productive Members of SocietyJudithLhamon
This research paper was done to show proficiency in research analysis and writing. The research topic of single fathers as successful parents was chosen to show that traditional families are not the only way to view family and to study whether fathers can rear successful children in the way that mothers tend to.
Effects of maternal mental retardation and poverty on intellectual, academic,...eraser Juan José Calderón
Effects of maternal mental retardation and poverty on intellectual, academic, and behavioral status of school-age children. Maurice A FeldmanN Walton-Allen
Parent education and high school achievementSamira Rahmdel
This document summarizes a study that explored the relationship between parental education level and student achievement in English as a foreign language. The study administered tests of English language achievement and collected demographic data from 1352 high school students in Iran. Statistical analysis found that students whose parents had secondary education or higher scored significantly higher on the English test than students whose parents had primary education. However, there was no significant difference between students whose parents had secondary versus higher education. The results provide evidence that higher parental education levels are positively associated with higher student achievement in English as a foreign language.
Academic Achievement In Grade 11 And 12 In K12 High School Students In Public...Scott Donald
This document discusses a study investigating the influence of parents' educational attainment on the academic achievement of grade 11 and 12 students in public and private schools. The study utilized surveys of students, teachers, and parents in Naval Biliran, Philippines. Previous research suggests parents' education level affects children's academic outcomes through factors like resources available at home, parental values around education, involvement in schooling, and modeling of skills. However, some research has found no relationship between parental education and student achievement. The study aims to further examine the long-term effects of parental education on children's educational and occupational success when controlling for socioeconomic status and children's behaviors.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
This article was downloaded by [Texas Womans University]On.docxchristalgrieg
This article was downloaded by: [Texas Woman's University]
On: 30 September 2014, At: 06:11
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Early Child Development and Care
Publication details, including instructions for authors and
subscription information:
http://www.tandfonline.com/loi/gecd20
Comparisons of levels and predictors of
mothers' and fathers' engagement with
their preschool-aged children
Sarah J. Schoppe-Sullivan a , Letitia E. Kotila a , Rongfang Jia a ,
Sarah N. Lang a & Daniel J. Bower a
a Human Development and Family Science , The Ohio State
University , Columbus , OH , USA
Published online: 03 Sep 2012.
To cite this article: Sarah J. Schoppe-Sullivan , Letitia E. Kotila , Rongfang Jia , Sarah N. Lang &
Daniel J. Bower (2013) Comparisons of levels and predictors of mothers' and fathers' engagement
with their preschool-aged children, Early Child Development and Care, 183:3-4, 498-514, DOI:
10.1080/03004430.2012.711596
To link to this article: http://dx.doi.org/10.1080/03004430.2012.711596
PLEASE SCROLL DOWN FOR ARTICLE
Taylor & Francis makes every effort to ensure the accuracy of all the information (the
“Content”) contained in the publications on our platform. However, Taylor & Francis,
our agents, and our licensors make no representations or warranties whatsoever as to
the accuracy, completeness, or suitability for any purpose of the Content. Any opinions
and views expressed in this publication are the opinions and views of the authors,
and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content
should not be relied upon and should be independently verified with primary sources
of information. Taylor and Francis shall not be liable for any losses, actions, claims,
proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or
howsoever caused arising directly or indirectly in connection with, in relation to or arising
out of the use of the Content.
This article may be used for research, teaching, and private study purposes. Any
substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,
systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
Conditions of access and use can be found at http://www.tandfonline.com/page/terms-
and-conditions
Comparisons of levels and predictors of mothers’ and fathers’
engagement with their preschool-aged children
Sarah J. Schoppe-Sullivan∗, Letitia E. Kotila, Rongfang Jia, Sarah N. Lang and
Daniel J. Bower
Human Development and Family Science, The Ohio State University, Columbus, OH, USA
(Received 9 December 2011; final version received 30 March 2012)
Self-report data from 112 two-parent families were used to compare levels and
predictors of four types of mothers’ and fathers’ engagement with their
preschool-aged children: socialisation, didactic, careg ...
Corinne Reczek The Ohio State UniversityAmbivalence in GayAlleneMcclendon878
Corinne Reczek The Ohio State University
Ambivalence in Gay and Lesbian Family
Relationships
Intergenerational ambivalence—the simulta-
neous presence of both positive and negative
dimensions of a parent–child tie—is a con-
cept widely used in family studies. Scholars
have clarified the measurement of psycho-
logical ambivalence, or an individual’s own
feelings of ambivalence toward others. Yet
research has yet to demonstrate whether—and,
if so, how—individuals characterize others as
ambivalent. Moreover, relatively little is known
about ambivalence in gay and lesbian families.
In the present study 60 in-depth interviews
were analyzed to identify what the author calls
perceived ambivalence in the parent, sibling,
extended kin, and “in-law” relationships of
gay and lesbian adults. Perceived ambivalence
is revealed through gay and lesbian adults’
characterizations of family members’ simulta-
neous positive and negative overt and covert
beliefs and behavior. In addition, the author
refines the concept of collective ambivalence,
wherein perceived ambivalence typifies an
entire family unit. The findings further revealed
the importance of broader sociological factors,
such as homophobia, in structuring perceived
ambivalence.
Over the past decade, intergenerational ambiva-
lence has emerged as a central concept for
Department of Sociology, 238 Townshend Hall, 1885 Neil
Avenue Mall, Columbus, OH 43202 ([email protected]).
This article was edited by Kevin M. Roy.
Key Words: ambivalence, gay and lesbian families, intergen-
erational relationships, mid- to late life, qualitative research.
understanding relationships between adult chil-
dren and their parents (Lüscher & Pillemer,
1998). Intergenerational ambivalence brings
together psychological ambivalence—the simul-
taneous experience of opposing feelings or
emotions (Bleuler, 1922)—and sociological
ambivalence—incompatible and conflicting
expectations and norms of behavior, beliefs, and
attitudes (Connidis, 2015; Merton & Barber,
1963)—to articulate how parents and adult chil-
dren experience “opposing feelings or emotions
that are due in part to countervailing expec-
tations” for how each generation should act
(Connidis & McMullin, 2002b, p. 558; Lüscher
& Pillemer, 1998). A significant body of work
demonstrates that, much like positive and neg-
ative parent–child relationships, ambivalent
intergenerational relationships are negatively
related to psychological well-being (Kiecolt,
Blieszner, & Savla, 2011; Suitor, Gilligan, &
Pillemer, 2011), which may in turn lead to stress
spillover and proliferation into other domains
of family life (Pearlin, Aneshensel, & LeBlanc,
1997).
Despite important advances in the ambiva-
lence construct, significant gaps remain. First,
the focus has been nearly entirely on indi-
vidual feelings of psychological ambivalence
toward others, with little attention to the pres-
ence and operation of sociological ambivalence
(Connidis, 2015). Second, a focus on individu ...
Number of Siblings in Childhood and the Likelihood of Divorce in AdulthoodMary Lopez
- The document discusses a study that examines how the number of siblings a person has affects their likelihood of marriage and divorce. It explores both the "resource dilution" perspective that more siblings dilute parental resources, as well as the perspective that siblings provide social skills that help relationships.
- The study finds that having more siblings is associated with a lower likelihood of divorce. Each additional sibling reduces the chance of divorce by about 3%. This may be because siblings help develop social and conflict resolution skills useful for marriage.
- The document reviews previous literature on how family size affects outcomes like education and wages. It also discusses a similar study that found more siblings meant less chance of divorce, but more research is needed, especially regarding gender and
This study examined the relationship between expressed emotion (EE), a measure of family criticism and emotional involvement, in mothers of young children and aspects of early family functioning. The study found:
1) Family expressiveness, a measure of open communication in the family, was the most consistent predictor of later maternal EE. Higher levels of family expressiveness predicted lower levels of later maternal criticism and overall EE.
2) Higher levels of parenting stress and negative life events also predicted higher levels of later maternal criticism, as measured by EE.
3) The study adds to evidence that aspects of early family functioning, like communication patterns and stress, are associated with later expressed emotion in parents of young children.
This annotated bibliography summarizes 10 research articles on the topic of how parental involvement affects elementary students' academic achievement. The articles generally find that parental involvement is positively correlated with improved student outcomes, though the level of involvement may vary based on factors like socioeconomic status, family structure, gender and race. The articles also provide recommendations for schools to implement programs that foster greater collaboration with families to promote student success.
Family functioning predicts later expressed emotion (EE) in parents of young children. In a study of 276 mothers, family expressiveness consistently predicted EE when children reached kindergarten, even after controlling for other family stress factors. Specifically, higher family expressiveness at the initial time point and when children were 1-3 years old predicted lower critical EE and overall EE later. Marital satisfaction also predicted lower later critical EE. This suggests that promoting positive family communication and relationships may reduce critical attitudes expressed by parents toward their children over time.
Lack of Parental Supervision and Psychosocial Development of Children of Scho...ijtsrd
This study sought to investigate lack of parental supervision and psychosocial development of children of school going age in Buea sub division of the South West Region. A mixed research method was used. Data collected from the administration of questionnaires with pupils and the interview data from interview sessions with parents were analysed using both quantitative and qualitative data analytical techniques respectively. In relation to questionnaire data, we adopted the quantitative technique of data analysis consisting of both descriptive and inferential statistics. This consisted mainly to the closed ended questions which consist of both single response and Likert scale sets of questions. The open ended questions were analysed using thematic analysis. After receiving questionnaires from the field, the data was entered and analysed using the Statistical Package for Social Sciences SPSS Standard version, Release 21.0 IBM Inc. 2012 and data validation and cleaning were carried out. Descriptive results revealed that parents offer assistance to their children with regards to their assignments but do not exercise full supervision with regards to whether their children need private teaching at home there is high level of parental supervision over children works also there is parental supervision with respect to discussion of issues concerning the future of children parents and guardians create time to supervise their children to determine if they have done their assignments before going to bed as well as offer attention to children. Findings reveled that in cases of increase in lack of Parental supervision, there is an increase in social withdrawal amongst children r=0.461, p 0.01 , increase in anger levels amongst children of school going age r=0.263, p 0.01 , decrease in anxiousness in children r= 0.164, p 0.01 , but an increase in self esteem levels in children of school going age r=0.363, p 0.01 , and an increase in depression amongst children r=0.399, p 0.01 , and an overall increase in psychosocial development in r=0.345, p 0.01 of children of school going age in Buea Sub Division. Lack of parental supervisor determines 15.9 variation R2= 0.159 F=66.088 P 0.01 in pupil’s level of depression, 21.2 variation R2= 0.212 F=94.094 P 0.01 in children’s level of social withdrawal, 6.7 variation R2= 0.067 F=26.029 P 0.01 in level of anger amongst children, 2.7 variation R2= 0.027 F=9.613 P 0.01 in pupil’s level of anxiousness, 13.2 variation R2= 0.132 F=53.070 P 0.01 in pupil’s level of self esteem and 11.9 variation R2= 0.119 F=47.184 P 0.01 in overall psychosocial development of children of school going. This confirms the hypothesis results that t=6.869, P 0.01 lack of parental supervision has a significant effect on the psychosocial development of children of school going age in Buea Sub Division. Njikang Christina Senge Tanyi | Therese Mugah Shalloh Tchombe | Patrick Fonyuy Shey "Lack of Parental Supervision and Psychosocial Development of Childre
Analyze and describe how social media could influence each stage of .docxgreg1eden90113
Analyze and describe how social media could influence each stage of the Customer Decision Journey for a customer deciding where to go for a special night out (may include dinner, a special activity, etc.). Please be specific and cover each stage. Use the modified customer decision journey not the traditional journey. Note that this is for social media not other forms of internet sites.
Please note: Grading Criteria and textbook notes for reference are attached.
.
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docxgreg1eden90113
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s profitability, liquidity, leverage and the common stock as an investment. The length of the paper should be 3 to 5 pages in APA format. Prepare a financial analysis on the company using public information such as the company’s annual report, SEC 10-Q and 10-K.
.
More Related Content
Similar to Fathers’ Influence on Children’s Cognitive and Behavioural Fun.docx
A comprehensive review of research on the effect that birth order has on academic success in children. Within the CFLE matrix, this literature review falls under the substance areas of families in society and internal dynamics of families. It falls under the competency area of assessment and evaluation skills.
Young teen fathers displayed the lowest levels of positive parenting behaviors and highest levels of intrusive behaviors during interactions with their toddlers compared to emerging adult and on-time fathers. Emerging adult fathers were more likely to engage in physical punishment such as spanking than both on-time and older fathers. The findings suggest that a father's age at the time of their child's birth predicts the quality of parenting, with teenage fathers demonstrating parenting styles associated with poorer developmental outcomes for children.
Does Parental Sexual Orientation Matter A Longitudinal FollowDustiBuckner14
Does Parental Sexual Orientation Matter? A Longitudinal Follow-Up of
Adoptive Families With School-Age Children
Rachel H. Farr
University of Kentucky
Controversy continues to surround parenting by lesbian and gay (LG) adults and outcomes for their
children. As sexual minority parents increasingly adopt children, longitudinal research about child
development, parenting, and family relationships is crucial for informing such debates. In the psycho-
logical literature, family systems theory contends that children’s healthy development depends upon
healthy family functioning more so than family structure. From the framework of family stress theory,
it was expected that longitudinal outcomes for school-age children adopted in infancy could be distinct
among those with same-sex versus other-sex parents (N � 96 families). Similar findings were hypoth-
esized in terms of parent adjustment, couple relationships, and family functioning in comparing same-sex
and other-sex parent families. Results indicated that adjustment among children, parents, and couples, as
well as family functioning, were not different on the basis of parental sexual orientation (lesbian, gay, or
heterosexual) when children were school-age. Rather, children’s behavior problems and family func-
tioning during middle childhood were predicted by earlier child adjustment issues and parenting stress.
These findings are consistent with and extend previous literature about families headed by LG parents,
particularly those that have adopted children. The results have implications for advancing supportive
policies, practices, and laws related to adoption and parenting by sexual minority adults.
Keywords: middle childhood, parenting stress, couples, adoptive families, sexual orientation
Americans remain divided about their views on lesbian and gay
(LG) adults raising children, according to the Pew Research Center
(e.g., Daugherty & Copen, 2016). Controversy often centers on
whether children need a mother and a father for optimal develop-
ment, yet theoretical perspectives tend to emphasize the impor-
tance of high-quality parenting and family relationships, rather
than family structure (Lamb, 2012). Outcomes for children with
LG parents have been featured in legal and policy debates about
same-sex marriage and the adoption of children. How children fare
with same-sex parents was a pivotal consideration in the June 2015
Supreme Court decision about marriage equality (Obergefell v.
Hodges; e.g., American Psychological Association, 2015). Despite
debate, millions of sexual minority (i.e., nonheterosexual) adults
desire to be parents and many are already parents, including
adoptive parents (Riskind & Patterson, 2010). During recent years,
the number of adoptive LG parents has doubled (Gates, 2011).
According to 2010 Census data, same-sex couples are four times
more likely than other-sex couples to adopt children (Gates, 2013).
From data representing couples and single parents (2000 Census, ...
This document summarizes a study that evaluated interventions to promote father engagement for low-income families. The study randomly assigned 289 couples to one of three conditions: father-focused groups, couple-focused groups, or an informational meeting. Compared to the informational meeting group, the intervention groups showed positive effects on father engagement, couple relationships, and children's behaviors. Participants in the couple-focused groups showed more consistent, long-lasting benefits than those in father-only groups. The effects were similar across family structures, income levels, and ethnicities.
Ralph SantosEDHD-320.0501 October 10, 2017 Effects of Par.docxaudeleypearl
Ralph Santos
EDHD-320.0501
October 10, 2017
“Effects of Parents’ Migration on the Education of Children Left Behind in Rural China” by Minhui Zhou, Rachel Murphy, and Ran Tao
The first research question is: what is the impact of parents’ migration status on children’s educational outcomes? The available literature shows a mixed picture concerning whether children whose parents have moved are benefited in their education, while others willhave fouind that they are disadvantaged. The second research question involveconcerns the impact of both the parental absence and also the post-migration parental structures on children’s educational outcomes. As evidenced by this questions, most of the family structures research which has been undertaken by migration studies scholars have scrutinized the impacts of single-parent parenthood on children’s educational performance and attainment. The third and last research question pertains to the ways in which the effects of parental migration and the effects of post-migration parenthood may vary depending on the children’s sex. This literature also draws some insights into the sex variations and the effects of parental migration on children’s educational results.
Data for this study was collected by sampling method. The final sample involved 1,010 children: 53% were from Anhui province and 47% in Jiangxi province. In case of theFor 304 children, both parents were at home while the other 706 children had a least 15 who had migrated. Also, there were 997 primary school students, which is, in grades 4 and 6 representing 69% and 313 junior high school students representing 31%. Boys were 533, where 55% of the sample that shows the girls numbered 457. Children in the sample were aged between 8 and 17, with an average age of 12 years. The independent variables for this study are parents’ migration status which was designated as one of three status;types: both parents are at home, one parent is a migrant, and both parents are migrants. Dependent variables are the children’s educational performance, which is measured by the average of children’s test scores for the year 2009 and 2010 in Chinese and mathematics. Comment by Susan: ? what type of sampling method? Comment by Susan: ? (is the 5 a typo?) Comment by Susan: unclear wording
This article draws on an original cross-sectional survey of 1,010 children and their parents in highly migratory locations of Anhui and Jiangxi province located in China’s interior. It employs inclination score matching, a skill which mitigates indigeneity, to examine the impact of parental migration and post-migration responsibility arrangements on the children’s educational performance as measured by test scores for Chinese and mathematics. One major finding is that the educational performance of the children is adversely impacted by the parental migration only when both the parents migrate or when or in the instance that a non-parent guardian is a principal caretaker. Consequentiall ...
Duncan, early childhood poverty and adult attainmenttenicaw
Early childhood poverty has detrimental effects on several adult attainment outcomes like earnings and work hours according to a study using data from the Panel Study of Income Dynamics. The study found statistically significant negative impacts of poverty between birth and age 5 on later adult earnings and work hours, but not on behavioral outcomes like criminal arrests. Most effects were indirect, operating through impacts on adult work hours rather than direct effects. The study controls for later childhood income and demographic factors to obtain relatively unbiased estimates of early childhood poverty's total effects on adult outcomes.
Single Fathers Rearing Successful Children and Productive Members of SocietyJudithLhamon
This research paper was done to show proficiency in research analysis and writing. The research topic of single fathers as successful parents was chosen to show that traditional families are not the only way to view family and to study whether fathers can rear successful children in the way that mothers tend to.
Effects of maternal mental retardation and poverty on intellectual, academic,...eraser Juan José Calderón
Effects of maternal mental retardation and poverty on intellectual, academic, and behavioral status of school-age children. Maurice A FeldmanN Walton-Allen
Parent education and high school achievementSamira Rahmdel
This document summarizes a study that explored the relationship between parental education level and student achievement in English as a foreign language. The study administered tests of English language achievement and collected demographic data from 1352 high school students in Iran. Statistical analysis found that students whose parents had secondary education or higher scored significantly higher on the English test than students whose parents had primary education. However, there was no significant difference between students whose parents had secondary versus higher education. The results provide evidence that higher parental education levels are positively associated with higher student achievement in English as a foreign language.
Academic Achievement In Grade 11 And 12 In K12 High School Students In Public...Scott Donald
This document discusses a study investigating the influence of parents' educational attainment on the academic achievement of grade 11 and 12 students in public and private schools. The study utilized surveys of students, teachers, and parents in Naval Biliran, Philippines. Previous research suggests parents' education level affects children's academic outcomes through factors like resources available at home, parental values around education, involvement in schooling, and modeling of skills. However, some research has found no relationship between parental education and student achievement. The study aims to further examine the long-term effects of parental education on children's educational and occupational success when controlling for socioeconomic status and children's behaviors.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
This article was downloaded by [Texas Womans University]On.docxchristalgrieg
This article was downloaded by: [Texas Woman's University]
On: 30 September 2014, At: 06:11
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Early Child Development and Care
Publication details, including instructions for authors and
subscription information:
http://www.tandfonline.com/loi/gecd20
Comparisons of levels and predictors of
mothers' and fathers' engagement with
their preschool-aged children
Sarah J. Schoppe-Sullivan a , Letitia E. Kotila a , Rongfang Jia a ,
Sarah N. Lang a & Daniel J. Bower a
a Human Development and Family Science , The Ohio State
University , Columbus , OH , USA
Published online: 03 Sep 2012.
To cite this article: Sarah J. Schoppe-Sullivan , Letitia E. Kotila , Rongfang Jia , Sarah N. Lang &
Daniel J. Bower (2013) Comparisons of levels and predictors of mothers' and fathers' engagement
with their preschool-aged children, Early Child Development and Care, 183:3-4, 498-514, DOI:
10.1080/03004430.2012.711596
To link to this article: http://dx.doi.org/10.1080/03004430.2012.711596
PLEASE SCROLL DOWN FOR ARTICLE
Taylor & Francis makes every effort to ensure the accuracy of all the information (the
“Content”) contained in the publications on our platform. However, Taylor & Francis,
our agents, and our licensors make no representations or warranties whatsoever as to
the accuracy, completeness, or suitability for any purpose of the Content. Any opinions
and views expressed in this publication are the opinions and views of the authors,
and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content
should not be relied upon and should be independently verified with primary sources
of information. Taylor and Francis shall not be liable for any losses, actions, claims,
proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or
howsoever caused arising directly or indirectly in connection with, in relation to or arising
out of the use of the Content.
This article may be used for research, teaching, and private study purposes. Any
substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,
systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
Conditions of access and use can be found at http://www.tandfonline.com/page/terms-
and-conditions
Comparisons of levels and predictors of mothers’ and fathers’
engagement with their preschool-aged children
Sarah J. Schoppe-Sullivan∗, Letitia E. Kotila, Rongfang Jia, Sarah N. Lang and
Daniel J. Bower
Human Development and Family Science, The Ohio State University, Columbus, OH, USA
(Received 9 December 2011; final version received 30 March 2012)
Self-report data from 112 two-parent families were used to compare levels and
predictors of four types of mothers’ and fathers’ engagement with their
preschool-aged children: socialisation, didactic, careg ...
Corinne Reczek The Ohio State UniversityAmbivalence in GayAlleneMcclendon878
Corinne Reczek The Ohio State University
Ambivalence in Gay and Lesbian Family
Relationships
Intergenerational ambivalence—the simulta-
neous presence of both positive and negative
dimensions of a parent–child tie—is a con-
cept widely used in family studies. Scholars
have clarified the measurement of psycho-
logical ambivalence, or an individual’s own
feelings of ambivalence toward others. Yet
research has yet to demonstrate whether—and,
if so, how—individuals characterize others as
ambivalent. Moreover, relatively little is known
about ambivalence in gay and lesbian families.
In the present study 60 in-depth interviews
were analyzed to identify what the author calls
perceived ambivalence in the parent, sibling,
extended kin, and “in-law” relationships of
gay and lesbian adults. Perceived ambivalence
is revealed through gay and lesbian adults’
characterizations of family members’ simulta-
neous positive and negative overt and covert
beliefs and behavior. In addition, the author
refines the concept of collective ambivalence,
wherein perceived ambivalence typifies an
entire family unit. The findings further revealed
the importance of broader sociological factors,
such as homophobia, in structuring perceived
ambivalence.
Over the past decade, intergenerational ambiva-
lence has emerged as a central concept for
Department of Sociology, 238 Townshend Hall, 1885 Neil
Avenue Mall, Columbus, OH 43202 ([email protected]).
This article was edited by Kevin M. Roy.
Key Words: ambivalence, gay and lesbian families, intergen-
erational relationships, mid- to late life, qualitative research.
understanding relationships between adult chil-
dren and their parents (Lüscher & Pillemer,
1998). Intergenerational ambivalence brings
together psychological ambivalence—the simul-
taneous experience of opposing feelings or
emotions (Bleuler, 1922)—and sociological
ambivalence—incompatible and conflicting
expectations and norms of behavior, beliefs, and
attitudes (Connidis, 2015; Merton & Barber,
1963)—to articulate how parents and adult chil-
dren experience “opposing feelings or emotions
that are due in part to countervailing expec-
tations” for how each generation should act
(Connidis & McMullin, 2002b, p. 558; Lüscher
& Pillemer, 1998). A significant body of work
demonstrates that, much like positive and neg-
ative parent–child relationships, ambivalent
intergenerational relationships are negatively
related to psychological well-being (Kiecolt,
Blieszner, & Savla, 2011; Suitor, Gilligan, &
Pillemer, 2011), which may in turn lead to stress
spillover and proliferation into other domains
of family life (Pearlin, Aneshensel, & LeBlanc,
1997).
Despite important advances in the ambiva-
lence construct, significant gaps remain. First,
the focus has been nearly entirely on indi-
vidual feelings of psychological ambivalence
toward others, with little attention to the pres-
ence and operation of sociological ambivalence
(Connidis, 2015). Second, a focus on individu ...
Number of Siblings in Childhood and the Likelihood of Divorce in AdulthoodMary Lopez
- The document discusses a study that examines how the number of siblings a person has affects their likelihood of marriage and divorce. It explores both the "resource dilution" perspective that more siblings dilute parental resources, as well as the perspective that siblings provide social skills that help relationships.
- The study finds that having more siblings is associated with a lower likelihood of divorce. Each additional sibling reduces the chance of divorce by about 3%. This may be because siblings help develop social and conflict resolution skills useful for marriage.
- The document reviews previous literature on how family size affects outcomes like education and wages. It also discusses a similar study that found more siblings meant less chance of divorce, but more research is needed, especially regarding gender and
This study examined the relationship between expressed emotion (EE), a measure of family criticism and emotional involvement, in mothers of young children and aspects of early family functioning. The study found:
1) Family expressiveness, a measure of open communication in the family, was the most consistent predictor of later maternal EE. Higher levels of family expressiveness predicted lower levels of later maternal criticism and overall EE.
2) Higher levels of parenting stress and negative life events also predicted higher levels of later maternal criticism, as measured by EE.
3) The study adds to evidence that aspects of early family functioning, like communication patterns and stress, are associated with later expressed emotion in parents of young children.
This annotated bibliography summarizes 10 research articles on the topic of how parental involvement affects elementary students' academic achievement. The articles generally find that parental involvement is positively correlated with improved student outcomes, though the level of involvement may vary based on factors like socioeconomic status, family structure, gender and race. The articles also provide recommendations for schools to implement programs that foster greater collaboration with families to promote student success.
Family functioning predicts later expressed emotion (EE) in parents of young children. In a study of 276 mothers, family expressiveness consistently predicted EE when children reached kindergarten, even after controlling for other family stress factors. Specifically, higher family expressiveness at the initial time point and when children were 1-3 years old predicted lower critical EE and overall EE later. Marital satisfaction also predicted lower later critical EE. This suggests that promoting positive family communication and relationships may reduce critical attitudes expressed by parents toward their children over time.
Lack of Parental Supervision and Psychosocial Development of Children of Scho...ijtsrd
This study sought to investigate lack of parental supervision and psychosocial development of children of school going age in Buea sub division of the South West Region. A mixed research method was used. Data collected from the administration of questionnaires with pupils and the interview data from interview sessions with parents were analysed using both quantitative and qualitative data analytical techniques respectively. In relation to questionnaire data, we adopted the quantitative technique of data analysis consisting of both descriptive and inferential statistics. This consisted mainly to the closed ended questions which consist of both single response and Likert scale sets of questions. The open ended questions were analysed using thematic analysis. After receiving questionnaires from the field, the data was entered and analysed using the Statistical Package for Social Sciences SPSS Standard version, Release 21.0 IBM Inc. 2012 and data validation and cleaning were carried out. Descriptive results revealed that parents offer assistance to their children with regards to their assignments but do not exercise full supervision with regards to whether their children need private teaching at home there is high level of parental supervision over children works also there is parental supervision with respect to discussion of issues concerning the future of children parents and guardians create time to supervise their children to determine if they have done their assignments before going to bed as well as offer attention to children. Findings reveled that in cases of increase in lack of Parental supervision, there is an increase in social withdrawal amongst children r=0.461, p 0.01 , increase in anger levels amongst children of school going age r=0.263, p 0.01 , decrease in anxiousness in children r= 0.164, p 0.01 , but an increase in self esteem levels in children of school going age r=0.363, p 0.01 , and an increase in depression amongst children r=0.399, p 0.01 , and an overall increase in psychosocial development in r=0.345, p 0.01 of children of school going age in Buea Sub Division. Lack of parental supervisor determines 15.9 variation R2= 0.159 F=66.088 P 0.01 in pupil’s level of depression, 21.2 variation R2= 0.212 F=94.094 P 0.01 in children’s level of social withdrawal, 6.7 variation R2= 0.067 F=26.029 P 0.01 in level of anger amongst children, 2.7 variation R2= 0.027 F=9.613 P 0.01 in pupil’s level of anxiousness, 13.2 variation R2= 0.132 F=53.070 P 0.01 in pupil’s level of self esteem and 11.9 variation R2= 0.119 F=47.184 P 0.01 in overall psychosocial development of children of school going. This confirms the hypothesis results that t=6.869, P 0.01 lack of parental supervision has a significant effect on the psychosocial development of children of school going age in Buea Sub Division. Njikang Christina Senge Tanyi | Therese Mugah Shalloh Tchombe | Patrick Fonyuy Shey "Lack of Parental Supervision and Psychosocial Development of Childre
Similar to Fathers’ Influence on Children’s Cognitive and Behavioural Fun.docx (20)
Analyze and describe how social media could influence each stage of .docxgreg1eden90113
Analyze and describe how social media could influence each stage of the Customer Decision Journey for a customer deciding where to go for a special night out (may include dinner, a special activity, etc.). Please be specific and cover each stage. Use the modified customer decision journey not the traditional journey. Note that this is for social media not other forms of internet sites.
Please note: Grading Criteria and textbook notes for reference are attached.
.
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docxgreg1eden90113
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s profitability, liquidity, leverage and the common stock as an investment. The length of the paper should be 3 to 5 pages in APA format. Prepare a financial analysis on the company using public information such as the company’s annual report, SEC 10-Q and 10-K.
.
Analyze and Evaluate Human Performance TechnologyNow that you ha.docxgreg1eden90113
Analyze and Evaluate Human Performance Technology
Now that you have a good understanding of human performance technology, explain the most frequently used means of gathering data in the field of human performance technology (HPT). Why is this important to an organization? What can go wrong?
Use scholarly research to back up your thoughts in this assignment. Your work should be a minimum of 2 pages following APA format.
.
Analyze a popular culture reference (e.g., song, tv show, movie) o.docxgreg1eden90113
Analyze a popular culture reference (e.g., song, tv show, movie) or a scholarly source outside psychology (e.g., literary novel, philosopher's theory, artistic movement) for its developmental themes. How does it understand development in comparison and in contrast to developmental psychology?
.
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docxgreg1eden90113
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS
Himabindu Aratikatla
University of the Cumberland's
March 22, 2020
Introduction
Yore Blends (YB) is a fictional online company dedicated to selling subscription-based traditional spice blends coupled with additional complementary products.
Yore Blends (YB) aspire to growing through mergers and acquisitions.
To do this, they need a strong customer base and steady revenue.
Yore Blends is concerned with the rate of customer churn.
Company’s Problem
Yore Blends has been in existence for years.
Nonetheless, the company is considering to expand through mergers and acquisition.
However, they are experiencing customer churn.
A considerable percentage of its clients don’t purchase their goods anymore.
As a result, the company needs to reduce customer attrition by at least 16%.
Causes for Customer Churn
Poor customer care service:
The company minimized rather than maximizing client cost
Bad onboarding:
Yore Blends clients failed to get value for the purchased products.
Clients might have lost interest in the company’s products.
Many companies think of customer service as a cost to be minimized, rather than an investment to be maximized. Here’s the issue with that: if you think of support as a cost center, then it will be. That is, if you don’t prioritize support and work to deliver excellent service to your customers, then it’s only going to cost you money…and customers. A disproportionate amount of your customer churn will take place between (1) and (2).
That’s where customers abandon your product because they get lost, don’t understand something, don’t get value from the product, or simply lose interest.
Bad onboarding – the process by which you help a customer go from (1) to (2) – can crush your retention rate, and undo all of that hard work you did to get your customers to convert in the first place.
4
Causes for Customer Churn (Cont.)
Limited customer success:
Lack of updates regarding new products
Extended absence of the company-client communication
Natural Causes:
Customers may have grown out of the products.
May have resulted due to Vendor switches might
While onboarding gets your customer to their initial success, your job isn’t done there. Hundreds of variables – including changing needs, confusion about new features and product updates, extended absences from the product and competitor marketing – could lead your customers away. If your customers stop hearing from you, and you stop helping them get value from your product throughout their entire lifecycle, then you risk making that lifecycle much, much shorter. Furthermore, Not every customer that abandons you does so because you failed. Sometimes, customers go out of business. Sometimes, operational or staff changes lead to vendor switches. Sometimes, they simply outgrow your product or service. (Salloum, 2016)
5
REASONS TO ANALYZE CUSTOMER CHURN
The company will be in a position to understand c.
Analytics, Data Science, and Artificial Intelligence, 11th Editi.docxgreg1eden90113
Analytics, Data Science, and Artificial Intelligence, 11th Edition.pdf
ANALYTICS, DATA SCIENCE, &
ARTIFICIAL INTELLIGENCE
SYSTEMS FOR DECISION SUPPORT
E L E V E N T H E D I T I O N
Ramesh Sharda
Oklahoma State University
Dursun Delen
Oklahoma State University
Efraim Turban
University of Hawaii
Microsoft and/or its respective suppliers make no representations about the suitability of the information
contained in the documents and related graphics published as part of the services for any purpose. All such
documents and related graphics are provided “as is” without warranty of any kind. Microsoft and/or its respective
suppliers hereby disclaim all warranties and conditions with regard to this information, including all warranties
and conditions of merchantability, whether express, implied or statutory, fitness for a particular purpose, title and
non-infringement. In no event shall Microsoft and/or its respective suppliers be liable for any special, indirect
or consequential damages or any damages whatsoever resulting from loss of use, data or profits, whether in an
action of contract, negligence or other tortious action, arising out of or in connection with the use or performance
of information available from the services. The documents and related graphics contained herein could include
technical inaccuracies or typographical errors. Changes are periodically added to the information herein. Microsoft
and/or its respective suppliers may make improvements and/or changes in the product(s) and/or the program(s)
described herein at any time. Partial screen shots may be viewed in full within the software version specified.
Microsoft® Windows® and Microsoft Office® are registered trademarks of Microsoft Corporation in the U.S.A. and
other countries. This book is not sponsored or endorsed by or affiliated with the Microsoft Corporation.
Vice President of Courseware Portfolio
Management: Andrew Gilfillan
Executive Portfolio Manager: Samantha Lewis
Team Lead, Content Production: Laura Burgess
Content Producer: Faraz Sharique Ali
Portfolio Management Assistant: Bridget Daly
Director of Product Marketing: Brad Parkins
Director of Field Marketing: Jonathan Cottrell
Product Marketing Manager: Heather Taylor
Field Marketing Manager: Bob Nisbet
Product Marketing Assistant: Liz Bennett
Field Marketing Assistant: Derrica Moser
Senior Operations Specialist: Diane Peirano
Senior Art Director: Mary Seiner
Interior and Cover Design: Pearson CSC
Cover Photo: Phonlamai Photo/Shutterstock
Senior Product Model Manager: Eric Hakanson
Manager, Digital Studio: Heather Darby
Course Producer, MyLab MIS: Jaimie Noy
Digital Studio Producer: Tanika Henderson
Full-Service Project Manager: Gowthaman
Sadhanandham
Full Service Vendor: Integra Software Service
Pvt. Ltd.
Manufacturing Buyer: LSC Communications,
Maura Zaldivar-Garcia
Text Printer/Bindery: LSC Communications
Cover Printer: Phoenix Color
ISBN 10: 0-13-519201-3
ISBN 13: 97.
Analytical Essay One, due Sunday, February 24th at 1100 pmTopic.docxgreg1eden90113
Analytical Essay One, due Sunday, February 24th at 11:00 pm
Topic A
In Unit 4, we claimed that empire-builders in the ancient world needed to "craft a type of multi-ethnic cohesion" – ways for people from different backgrounds to coexist under the umbrella of the empire – in order for their state to function (Video 4.1). On the other hand, we consider evidence discussed in Units 3 and 4 that the foundation of empire was the willingness of leaders to use violence to overwhelm their enemies.
In an essay of 600 to 1200 words, explore such evidence to make an argument about some of the ways people balanced political solutions to problems with war. In the end, you should persuade your reader, through your thoughtful analysis of the historical evidence, that empire-building in the ancient world transformed the ways that humans understood the role of violence in politics.
When organizing your ideas and drafting your essay, follow these guidelines:
1. Build your analysis using the course materials. The basis of your essay should be the primary source material found at the end of Unit 4 under “Unit 4 Resources.” By all means, take the ideas and evidence offered in the videos (and please note that we have provided transcripts of the videos as well.) This information will provide context for the primary resources.
*DO NOT base your observations on other evidence that you locate on the web or elsewhere. Remember, a big part of this essay is showing your mastery of the course material as assigned.*
2. After reviewing the material from Week 4, choose the two -- four examples from the primary sources that best allow you to make a persuasive case about the role of empire in the ancient world. While you want to show that you understand the larger trends in the material, take the time to explore in depth these specific examples.
3. When you refer to specific historical evidence (which should be something you do frequently throughout the essay), indicate, in parentheses, the location in the course materials of the evidence. An example of this is in the first sentence above.
4. Do not simply copy what we (or anyone else) have said. If you do, use quotation marks to indicate that the words were written by someone else and be sure to indicate your source for the quotation in parentheses. Plagiarism is a serious violation of GSU policy that leads to severe penalties!
5. To qualify for a grade in the C range, your essay must be at least 600 words (which is approximately 2 double-spaced pages, depending on the formatting of your document). B-range essays must be at least 900 words, and A-range essays must be at least 1200 words. However, meeting the word requirement does not mean that you will necessary receive a certain grade.
We will grade the essay out of 100 possible points according to these criteria:
Up to 30 points for the student's grasp of the larger historical context covered in the units
Up to 25 points for the appropriateness of the student's choi.
Analytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docxgreg1eden90113
Analytical Essay Two, due Sunday, March 31st at 11:00 pm
Topic A
In Unit 9, we described some of the ways that the Silk Road facilitated both the spread of religion and the dispersal of commodities.
In an essay of 600 to 1200 words, explore the videos and the primary source evidence to make an argument about some of the ways the Silk Road created a form of (near) globalization. In the end, you should persuade your reader, through your thoughtful analysis of the historical evidence that succeeded in creating aspects of a common culture in throughout Eurasia.
When organizing your ideas and drafting your essay, follow these guidelines:
1. Build your analysis using the course materials. The basis of your essay should be the primary source material found at the end of Unit 9 under “Unit 9 Resources.” By all means, take the ideas and evidence offered in the videos (and please note that we have provided transcripts of the videos as well.) This information will provide context for the primary resources.
*DO NOT base your observations on other evidence that you locate on the web or elsewhere. Remember, a big part of this essay is showing us your mastery of the course material we have assigned.*
2. After reviewing the material from Week 9, use both primary sources to make a persuasive case about the role of the Silk Roads in creating a new form of globalization. While you want to show that you understand the larger trends in the material, take the time to explore in depth these specific sources.
3. When you refer to specific historical evidence (which should be something you do frequently throughout the essay), indicate, in parentheses, the location in the course materials of the evidence.
4. Do not simply copy what we (or anyone else) have said. If you do, use quotation marks to indicate that the words were written by someone else and be sure to indicate your source for the quotation in parentheses. Plagiarism is a serious violation of GSU policy that leads to severe penalties!
5. To qualify for a grade in the C range, your essay must be at least 600 words (which is approximately 2 double-spaced pages, depending on the formatting of your document). B-range essays must be at least 900 words, and A-range essays must be at least 1200 words. However, meeting the word requirement does not mean that you will necessary receive a certain grade.
We will grade the essay out of 100 possible points according to these criteria:
Up to 30 points for the student's grasp of the larger historical context covered in the units
Up to 25 points for the appropriateness of the student's choice of examples to analyze in depth and proper citation of these sources
Up to 25 points for the quality of the student's analysis of those examples
Up to 20 points for appropriate grammar and graceful expression
Topic B
Friar John of Pian de Carpine and William of Rubruck each provide a description of a Mongol court. In an essay of 600 to 1200 words, explore their descriptio.
analytic 1000 word essay about the Matrix 1 Simple english .docxgreg1eden90113
The Matrix uses religious concepts in its narrative by depicting Neo as a savior figure who is resurrected and gains special powers to defeat evil machines and free humanity from an artificial reality. Key religious themes include the concept of a simulated reality versus the real world, Neo's role as a messianic figure, and machines representing forces of evil. The essay should be 1000 words and cite sources accessible online using APA style references.
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docxgreg1eden90113
ANALYSIS PAPER: GUIDELINES and FORMAT:
What is the problem or issue to be solved?
ABSTRACT:
State the problem and best course of action (i.e. solution) in the absolute fewest words possible. YOU MUST BEGIN YOUR PAPER WITH A ONE PARAGRAPH SUMMATIVE “ABSTRACT” DEFINING YOUR POSITION/THESIS.
1. INTRODUCTION:
Restate the problem and proposals/solutions CLEARLY. Provide any necessary background information. Explain/Summarize why your proposed course(s) of action are worthwhile/best, etc. Explain key terms needed to understand the problem.
2. BODY (Part One):
What are the causes of the problem?
Why/How did it happen?
For whom is this a problem?
What are the effects of the problem?
Why is it a problem?
The better you, the writer, understands the problem/issue and all its implications, the better solutions you will find.
Properly document/support your arguments/findings, etc.
3. BODY (Part Two):
Discuss and examine each solution, course of action, etc. Why is it feasible. Why is this the best course of action. What are the advantages over other courses of action or solutions.
What resources are available or will be necessary?
Use logic and critical thinking in your discussion.
Apply learned or researched theories and/or principles.
Fully and properly DOCUMENT your work/paper.
Discuss and consider all sides/arguments and look for repercussions. What could go wrong; what might not work; what might not be supported?
4. BODY (Part Three/Conclusion):
Discuss which/why your proposed course of action/solution is the
most feasible and why you chose it, developed it, etc.
Make sure your justification of the “value” of the chosen solution is fully supported/rationalized.
When you done, make sure you did the following:
Are all your arguments/reasoning logical and supported?
Are your transitions and connections clear and do they flow together?.
Are all your ideas, arguments, sources moving the reader further from one idea to the next?
Is there a constant “nexus” between what you are writing and your abstract?
Are you using correct words?
Short sentences?
Short paragraphs?
Complete sentences?
Punctuation, capitalization, spelling, word-choice, word usage?
Length: (7) FULL pages (double-spaced, one inch margins, 11 point type)
NOTE:
**Your paper should be balanced between ( background, general research, and your PERSONAL insight and analysis.)
** Use reliable sources.
DUE : IN April 2nd.
Indirect Trauma in the Field Practicum:
Secondary Traumatic Stress, Vicarious Trauma,
and Compassion Fatigue Among Social Work Students
and Their Field Instructors
Carolyn Knight
A sample of BSW students and their field instructors was assessed for the presence
of indirect trauma, including secondary traumatic stress, vicarious trauma, and
compassion fatigue. Results indicated that students were at greater risk of experi-
encing vicarious trauma than their field instructors and research participants in
previous studies. Risk factors for stud.
Analysis on the Demand of Top Talent Introduction in Big Dat.docxgreg1eden90113
Analysis on the Demand of Top Talent Introduction
in Big Data and Cloud Computing Field in China
Based on 3-F Method
Zhao Linjia, Huang Yuanxi, Wang Yinqiu, Liu Jia
National Academy of Innovation Strategy, China Association for Science and Technology, Beijing, P.R.China
Abstract—Big data and cloud computing, which can help
China to implement innovation-driven development strategy and
promote industrial transformation and upgrading, is a new and
emerging industrial field in China. Educated, productive and
healthy workforces are necessary factor to develop big data and
cloud computing industry, especially top talents are essential.
Therefore, a three-step method named 3-F has been introduced
to help describing the distribution of top talents globally and
making decision whether they are needed in China. The 3-F
method relies on calculating the brain gain index to analysis the
top talent introduction demand of a country. Firstly, Focus on the
high-frequency keywords of a specific field by retrieving the
highly cited papers. Secondly, using those keywords to Find out
the top talents of this specific field in the Web of Science. Finally,
Figure out the brain gain index to estimate whether a country
need to introduce top talents of a specific field abroad. The result
showed that the brain gain index value of China's big data and
cloud computing field was 2.61, which means China need to
introduce top talents abroad. Besides P. R. China, those top
talents mainly distributed in the United States, the United
Kingdom, Germany, Netherlands and France.
I. INTRODUCTION
Big data and cloud computing is a new and emerging
industrial field[1], and increasing widely used in China[2-4].
Talents’ experience is a source of technological mastery[5],
essentially for developing and using big data technologies.
Most European states consider the immigration of foreign
workers as an important factor to decelerate the decline of
national workforces[6]. Lots of universities and research
institutes have set up undergraduate and/or postgraduate
courses on data analytics for cultivating talents[7]. EMC
corporation think that vision, talent, and technology are
necessary elements to providing solutions to big data
management and analysis, insuring the big data success[8].
Bibliometrics research has appeared as early as 1917[9],
and has been proved an effective method for assessing or
identifying talents. Based on analyses of publication volume,
journals and their impact factors, most cited articles and
authors, preferred methods, and represented countries,
Gallardo-Gallardo et. al[10] assess whether talent management
should be approached as an embryonic, growth, or mature
phenomenon.
In this paper, we intend to analysis whether China need to
introduce top talents in the field of big data and cloud
computing by using bibliometrics. In section 2, the 3-F method
for top talent introduction demand analysis will be dis.
AnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docxgreg1eden90113
Analysis
Let s embrace our
dual identities
COMMUNITY COHESION Absorbing British values does not
mean ignoring our different heritages, says Alan Riddell
Local heritage: many Britons retain distinctive cultural ana reiigious characteristics
Minorities and faith issues stir strong
emotions. The Archbishop of Canter-
bury's mistake in raising the issue of
how the (J K should accommodate the
needs of one of its larger minorities
was to mention Sharia law. with all the
fears it raises about executions, cut-
ting off hands, and lack of rights for
women. It's not surprising that politi-
cians were brisk to condemn him.
Questions involving the Muslim
community are complicated by the
tendency to use "Islam" and "terror-
ism"in thesame breath. An example of
such muddled thinking was the Royal
United Services Institute's warning
last month that "misplaced deference
to multiculturalism has failed to lay
down the line to immigrant communi-
ties", undermining the fight against
extremism (R&R, 29 February. pl6).
But while the treatment, real or per-
ceived, of parts of our Muslim commu-
nity may exacerbate problems in this
country, the origins of violent extrem-
ism are not domestic - and they cannot
be cured by "laying down the line".
Accommodating diverse cultures
and faiths will always be difficult: there
could be no meeting of minds between
the Hindu monks in Hertfordshire
who believed that the natural death of
their sacred eow should not have been
hastened, and the Royal Society for
the Prevention of Cruelty to Animals
who were equally adamant that the
animal should be put down humanely.
When minorities are small, it is easy
forthe majority to ignore iheir customs.
The Orthodox Jewish communities in
north London have been accepted for
years. But their plans to create an 11
mile symbolic boundary.or Eruv.incor-
porating the Jewish community in
Golders Green met a decade of resist-
ance from people who felt that shared
space was beingcolonised.even though
the visible impact was minimal.
But we cannot ignore the increasing
diversity of our population. There has
been a steady increase in immigration
over the last 20 years and recent im-
migrants tend to be younger and so
have more children than the resident
population. Coupled with natural pop-
ulation growth, the proportion of our
population with a relatively recent
overseas heritage will continue to rise.
And the number of ethnically-mixed
neighbourhoods will grow with it.
There are areas where minorities
will soon be majorities, such as Birm-
ingham and several London boroughs.
But the internal migration patterns of
our minority population are similar to
those of the majorityionc in five neigh-
bourhoods in England are projected to
be ethnically mixed by 2011.
Of course, most of our diverse pop-
ulation will absorb the broad values
of British society, and there will be
many more children from mixed race
relationships. But it would be a mis-
take to ignore different heritages. We
cannot choos.
Analysis of the Marketing outlook of Ferrari4MARK001W Mark.docxgreg1eden90113
Analysis of the Marketing outlook of Ferrari
4MARK001W Marketing
Principles: Report
Analysis of the Marketing outlook of Ferrari
Company Coursework 1: Apple Inc.
Company Coursework 2: Ferrari S.p.A.
Module Leader: Norman Peng
Seminar Tutor: Norman Peng
Student: Paolo Savio Foderaro W1616642
Marketing Report �1
Norman
Highlight
Analysis of the Marketing outlook of Ferrari
I. Introduction 3
II. PEST Analysis 4
III. Porter’s Five Forces Analysis 6
IV. SWOT and Positioning Strategy Analysis 8
V. Ansoff Matrix 10
VI. Ferrari’s Social Responsibility 11
VII.Referencing List 12
Marketing Report �2
Analysis of the Marketing outlook of Ferrari
Ferrari S.p.A
(Ferrari Corporate)
“Give a kid a paper sheet and some colours and ask him to
draw a car, for certain the car will be red” (Enzo Ferrari)
I. Introduction
A prancing black horse on a yellow background is not something that could pass unnoticed.
Destined to become an icon of style, luxury and speed, the first Ferrari made its appearance to the
public in 1947, eight years after the foundation by the Italian entrepreneur Enzo Ferrari of Auto
Avio Costruzioni, what would come to be, later on, the well-known brand Ferrari.
Throughout the history the company divided itself into the developing and production of
racing cars, becoming one of the most successful racing team in the world, and of luxury cars
distinguishing itself for the excellence of the Italian manufacture. As a matter of fact Ferrari’s cars
are build following the ideal of perfection in terms of design, power and elegance conveyed by the
Marketing Report �3
Analysis of the Marketing outlook of Ferrari
founder, Enzo Ferrari, who was used to say: “The best Ferrari is the next one” (Enzo Ferrari, no
date).
From its foundation till today Ferrari’s mission statement has been to build unique sport
cars, symbols of Italian excellence both on the road and on track. At the end of 2015 the Italian
sport car manufacturer can praise more than 7500 cars sold with a presence in 62 worldwide
markets and a net revenues of 2,854 millions of euros (Ferrari, Annual Report 2015).
Herein, the purpose of the report will be to analyse in the first part the external factors that
influence the company’s business. Then I will take into account the industry within which the
company operates in. After that, I will examine the strategic position of the company in the market
and the marketing strategy utilised for its products, namely sport cars. Finally I will conclude taking
into consideration sustainability and ethic-related issues that the company is dealing with.
(Ferrari Corporate)
II. PEST Analysis
The first concern for a company’s business is to understand and deal with all the external
factors that could affect the company’s future performance. It is worth saying that all possible
external factors are not under control of.
Analysis of the Monetary Systems and International Finance with .docxgreg1eden90113
Analysis of the Monetary Systems and International Finance with Focus on China and Singapore
Name
Institutional Affiliation
Analysis of the Monetary Systems and International Finance with Focus on China and Singapore
Regional Economic Integration and Economic Cooperation
The Asian region is among the leading international economic powerhouses due to its economic potential and size with countries such as China and Singapore dominating the region. Nonetheless, the capacity constraints in various Asian nations and the diversity of the continent complicate the efforts to create a unified market in the Far East. Achieving success in Asia's regional economic integration requires high commitment levels among the member countries in addition to the effective implementation of various initiatives to facilitate economic cooperation (Rillo & Cruz, 2016). I consider China and Singapore as significant players in the global and Asian economies due to their volumes of traded goods and investments in their local and foreign markets. For instance, China leads in the Asian continent, and its economy is the second largest in the world based on its nominal gross domestic product as an indicator of market performance. On the other hand, Singapore's highly developed economy is among the most rapidly growing in the world, and this has allowed the country from a third-world nation into a developed country in about five decades. I also observe that variations scope and breadth exist in regional economic integration, and the economic integration in the East Asia region initially assumed a market-oriented cooperation process before transforming into an economic integration drive.
My understanding is that a trade bloc refers to a form of an agreement between different governments that reduce or eliminate trade barriers to increase trade volumes among the member states. I have also learned that the trade blocs can exist as independent agreements between specific countries or form components of regional organizations. The trade blocs can further be categorized as monetary and economic unions, common markets, customs unions, free trade areas, and preferential trading areas. In Asia, the intergovernmental agreements have resulted in some regional trade agreements as well as the formation of the ASEAN trading bloc. I noted that China and Singapore are currently members of the Association of South-East Nations trading block alongside eight other countries in Southeast Asia. The primary objectives of ASEAN include the facilitation of sociocultural, educational, military, political, and economic integration as well as promoting intergovernmental cooperation in the region (Berman & Haque, 2015). The first stated aim of ASEAN is enhancing the competitiveness of the region in the international market as a production base by eliminating non-tariff and tariff barriers within the member states. The second aim of ASEAN is increasing the volume of FDI's to the Southeast Asia .
Analysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docxgreg1eden90113
Analysis of the B
arrios Gomez, Agustin, et al.
Mexico-US: A New Beginning
. COMEXI, 2020.
Write a summary and included the relevance to globalization, trade, finance, and immigration for international economics.
1-2 pages double-spaced; include footnotes/reference sources.
.
Analysis of Literature ReviewFailure to develop key competencie.docxgreg1eden90113
Analysis of Literature Review
Failure to develop key competencies and behaviors has been researched before through studying the workplace conflicts. In essence, workplace conflicts are inevitable mainly when employees are people from various backgrounds and different work styles that are brought together for the sake of shared business objectives. The history of organizations failing to develop competencies is quite long, and only a few studies have shown that about 30% of organizations have initiatives to improve behaviors among employees (Sperry, 2011). Previous have depicted several progressive organizations that use a leadership competency model to assist in outlining key skills and behaviors wanted by managers, supervisors, and executives.
Several questions remain unanswered about this subject, and they exist in some ways. First, the question is about the guilty of facilitation of workshops with management. It happens because organizations fail to identify and specify the essential competencies that apply to particular issues in the organization. Ideally, organizations need to shuffle and prioritize on the generic competencies as well as behaviors that would require management leaders to help in solving problems that may arise in the workplace (Sperry, 2011). Second, there is no proof of the competencies that matter to organizations. Indeed, there is must empirical data about the key behaviors that have the most significant effect on the engagement of employees, attraction, customer levels, and productivity of the employees in several organizations (Frisk & Larson, 2011).
The current best practices in dealing with this particular type of organization conflict are many and precisely based on the supervisors, managers, and executives. Develop towering strengths that would help in overshadowing weaknesses in the organization. Ideally, good leadership development always tries to magnify small natural strengths to highly energized strengths that would result in double improvement (Halász & Michel, 2011). The current best practice is the application of the competency models to assist leaders in improving their effectiveness, especially when dealing with employee behaviors in the organization.
Design Proposal and Outline
Topic of Training
The topic of training is using competency models for development and building of key competencies and behaviors in an organization.
Reason for the Choice
The topic is chosen because the primary purpose of the competency model is to assist leaders in the improvement of their effectiveness in developing key competencies and behaviors in an organization. The strengths cross-training is a common thing in an organization since it is closely associated with competency and behavior improvement (Sperry, 2011).
Subsequently, the topic is narrow enough to address in two-hour training since it is quite specific. The topic is based on enhancing the competency framework at the workplace which is indeed critical i.
Analysis Of Electronic Health Records System1C.docxgreg1eden90113
Analysis Of Electronic Health Records System
1
Chyterria Daniels
Capella University
May 3, 2020
Introduction
Merit-founded Incentive Payment System (MIPS) is a platform for value-founded settlement under the Quality Payment Program (QPP). The system aims at fostering the current innovation and improvement in clinical operations. MIPS mean that the organization should rationalize Physician Quality Reporting System (PQRS) (Meeks & Singh, 2019). Meaningful use guidelines are certain facets of an HER system that providers will be needed to use in their organization.
2
MIPS denote Merit-founded Incentive Payment System.
It is a platform for value-founded settlement under the Quality Payment Program (QPP)
It aims at fostering the current innovation and improvement in clinical operations
MIPS means that the organization should rationalize Physician Quality Reporting System (PQRS)
Meaningful use guidelines are certain compliance facets of an HER system that providers will be needed to use in their organization.
It means that the organization should have its set meaningful use guidelines
Current State of Compliance
The organization has set technology in the ICU
EHR not integrated to accommodate patient’s needs
Application of computers to draw guidance and instructions on conditions
Availability of lab information system
No replacement of diagnosing equipments
Independence Medical Center’s Electronic Health Records (HER) system has complied with some set guidelines. For instance, the healthcare organization has set technology system in its intensive care units. In addition, there is use of computers to draw guidance and instructions regarding several conditions on patients. However, the organization has not obeyed some guidelines like the replacement of outdated diagnosing equipment and lack of integrating EHR to accommodate all patients’ needs (Boonstra & Vos, 2018).
3
Current EHR Used in the Organization
Laboratory Information System (LIS)
Computerized Physician Order Entry (CPOE)
Central Supply System
Pharmacy system
Picture Archiving and Communication System (PACS)
Independence Medical Center’s Electronic has set up various EHR systems for use in different departments to deliver healthcare services to patients. For instance, the organization has implemented PACS, which is a health check imaging technology which offers reasonable storage and expedient admission to images from numerous modalities (Data & Komorowski, 2017).
4
Evaluation of EHR
The electronic health record system used in the ambulatory system lacks integration to accommodate patient’s needs. The system does not alert physician on drug interactions and other warning. On another point, each department has its exclusive system making it hard to share information between staff members in various units (Boonstra & Vos, 2018). An effective EHR system should be in a position to enable information transmission to all staff.
Analysis of element, when we perform this skill we break up a whole .docxgreg1eden90113
Analysis of element, when we perform this skill we break up a whole into its constituent parts. It is the identification and separation of the prts or components that constitute a communicatio. we look at the communivation in details so as to determine its natura. The elements ir parts are then classified or labeled into categoties.
There are a total of 5 text. I need to make an outline of each text. The last 2 pages is an example of how it should be done. If there are any questions please let me know.
.
Analysis of a Career in Surgery
Student Name
Professor Williams
English 122 02H
Date Due
Outline
Thesis: This analysis will explore the education, training, and career of a Surgeon.
· Introduction
· Definition of Surgeon
· Qualities of a Surgeon
· Thesis, Purpose, and Audience
· Source and Scope of Research
· Career Analysis
· Education
· Undergraduate Degree
· Application Requirements
· Medical School
· Residency & Fellowship
· Life of a Surgeon
· Duties and Responsibilities
· Surgery
· Teaching
· Research
· Work/Life Balance
· Employment Prospects
· Career Growth
· Advancement Opportunities
· Pros and Cons
· Conclusion
· Summary of Findings
· Interpretation of Findings
· Recommendations
Analysis of a Career in Surgery
INTRODUCTION
A career as a surgeon is long, incredibly difficult, competitive, costly, and one of the most rewarding pursuits you can have in your life. Something not typically mentioned to aspiring pre-medical students is the complicated nature of applying to medical school and residency. Much more is required than just a set of good grades. Volunteer work in the community, leadership and research experience, writing and interviewing skills, are all necessary for a successful application to medical school. All of those things are required yet again, when applying to surgical residency.
Before digging into all those things, let’s look at the definition of a surgeon. The United States Department of Labor, Bureau of Labor Statisticsdescribes the surgical profession in the Occupational Outlook Handbook as the following: “Using a variety of instruments, a surgeon corrects physical deformities, repairs bone and tissue after injuries, or performs preventive or elective surgeries on patients.” This is a strict definition however; a more useful outlook would be to focus on what traits lend themselves to becoming a successful surgeon.
There is a useful list created by the American College of Surgeons (ACS), titled, “So You Want to Be A Surgeon: An Online Guide to Selecting and Matching with the Best Surgery Residency,” which aims at current medical students. The guide says that a surgeon should work well as a member of a team; enjoy quick patient outcomes; welcome increasing responsibility; excel at solving problems with quick thinking; be inspired by challenges; and love to learn new skills (American College of Surgeons). The ACS recommends looking into a surgical career if you believe some or all of those traits apply to you. However, there is no such thing as a “standard surgical resident” and the ACS points out that “surgeons are trained, not born.…Becoming a good surgeon is a lifelong process.”
For students interested in pursuing a surgical career, this analysis will explore the education, training, and career of a Surgeon. Information for objective analysis will be taken from multiple sources including article databases, government sources, a personal interview with an orthopedic surgeon, the American College of Sur.
Analysis Assignment -Major Artist ResearchInstructionsYo.docxgreg1eden90113
Analysis Assignment -
Major Artist Research
Instructions
You will select one of the major, heard-of artist mentioned in the textbook as a subject for your research paper.
Step 1: Research the artist and a theme within their work
This paper should be more than just being "about" the artist. More than a biography.
Identify a theme or central idea about the artist or his/her artwork (your thesis) as it relates to a theme explored in Module 4 (Part 4 of the textbook) and then build the paper around that idea.
Select an artist from the list below:
Ana Mendieta
Chuck Close
Robert Mapplethorpe
Faith Ringgold
Kehinde Wiley
Carrie Mae Weems
Judy Chicago
Cindy Sherman
Yasumasa Morimura
Shirin Neshat
The expectation is that the research should represent information from several sources (
at least four -- websites will only count as sources if they are online versions of print material
) and that any direct borrowing of wording from these sources will be indicated by quotation marks and listed on the works cited page.
Step 2: Write the analysis
Draft your thesis (remember, this is not a biography paper so your thesis needs to be about the art)
Research information about the artist and their background
Identify a common theme within the artist works
What is the context of their work? Cultural? Spiritual? Political? Historical?
Step 3: Before you submit... make sure that you have the following:
The analysis length should be a minimum of 3 pages. (Not including the Works Cited page)
The paper should meet normal standards for documentation (citations and works cited such as found in the Modern Language Association, 8th ed.).
Use MLA format (Times New Roman 12-point size font, double-spaced, appropriate in-text citations, Works Cited page, etc...)
At least four sources -- websites will only count as sources if they are online versions of print material
Similarity Report must within 0-10%
.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Fathers’ Influence on Children’s Cognitive and Behavioural Fun.docx
1. Fathers’ Influence on Children’s Cognitive and Behavioural
Functioning:
A Longitudinal Study of Canadian Families
Erin Pougnet, Lisa A. Serbin, Dale M. Stack, and Alex E.
Schwartzman
Concordia University
An emerging body of research illustrates the connections
between fathers and their children’s develop-
ment. This topic is particularly relevant in Québec, a
demographically and culturally unique province in
which female lone parenthood is relatively common; this pattern
is related to socioeconomic disadvan-
tages that predict negative cognitive and behavioural outcomes
in youth. Using data from the Concordia
Longitudinal Risk Project, an intergenerational longitudinal
data set collected in inner city areas of
Montreal, the current study investigated the prospective
relations between fathers’ presence and parent-
ing, and children’s subsequent cognitive and behavioural
functioning. The current sample included 138
families from lower to middle income backgrounds who
participated in two waves of data collection:
when children were in middle childhood and subsequently three
to five years later in preadolescence. The
results indicated that for girls only, fathers’ presence in middle
childhood predicted fewer internalizing
problems in preadolescence. For both boys and girls, fathers’
positive parental control predicted higher
Performance IQ and fewer internalizing problems over six years
later. These findings add to the
2. increasing body of literature suggesting that fathers make
important contributions to their children’s
cognitive and behavioural functioning, and point to the benefits
of developing policies that encourage
fathers to spend time with their children (i.e., parental leave for
men) and promote positive fathering and
involvement through parenting courses.
Keywords: fathers, behaviour problems, cognitive functioning,
Canadian context, socioeconomic risk
One type of family that is becoming increasingly common in
North America is the family headed by a single mother. In 2006,
approximately 13% of Canadian families and 22% of families in
Québec included biological fathers who lived apart from their
children (Statistics Canada, 2007a). Families with one parent
who
does not live at home typically have lower income levels than
two-parent families (Ricciuti, 2004). In 2006, 7.7% of Canadian
children and youth in two-parent families fell below the low
income cutoff, compared with 32.3% of children and youth in
female lone-parent families (Statistics Canada, 2009). The
devel-
opmental outcomes of parental absence and low socioeconomic
status (SES), including income level and educational
attainment,
are important to take into account in Québec, as research has
indicated that Québec students who attend public schools in
non-
disadvantaged areas are one and a half times more likely to
graduate high school than students attending schools in
economi-
cally disadvantaged areas (Gouvernement du Québec, 2008).
SES
is related to indicators of success in adolescence, and one factor
3. that is related to lower family SES is the absence of a parent
from
the home.
Most of the research involving families and child outcomes
focuses on associations between mothers’ parenting and child
development (Roy & Kwon, 2007). A growing minority of exist-
ing research illustrates the associations between fathers’
presence;
specifically, fathers living full-time in their biological
children’s
homes and child development. However, many researchers argue
that fathers’ presence is not a detailed enough variable to under-
stand children’s experiences (Flouri, 2007); thus, fathers’
parent-
ing is often measured in conjunction with fathers’ presence in
their
children’s homes. In order to more closely examine the role of
fathers in children’s development, the current study investigated
the prospective associations between fathers’ presence and
parent-
ing and children’s cognitive and behavioural functioning in an
urban French Canadian context.
In general, studies outside of Canada have demonstrated that
fathers’ presence in their children’s homes and parenting are
positively associated with children’s cognitive outcomes across
time after controlling for various demographic and
socioeconomic
factors (for review, see Allen & Daly, 2002). The majority of
the
recent fathering research has been conducted with preschool-
aged
children. For example, a study conducted in the United States
by
Ryan, Martin, and Brooks-Gunn (2006) found that children who
5. Psychological Association
2011, Vol. 43, No. 3, 173–182 0008-400X/11/$12.00 DOI:
10.1037/a0023948
173
no supportive parents after controlling for SES. Studies
conducted
with the older offspring of absent fathers have supported these
findings. For example, a study conducted in the United States
indicated that children whose fathers lived with them full-time
had
higher scores on reading and math tests than children whose
fathers did not live with them (Teachman, Day, Paasch, Carver,
&
Call, 1998). Moreover, paternal parenting has been shown to be
positively associated with children’s cognitive outcomes for dif-
ferent age groups (Bronte-Tinkew, Carrano, Horowitz, &
Kinukawa, 2008; Fagan & Iglesias, 1999). For example, one
study
found that fathers’ supportiveness when children were 2-years-
old
was associated with children’s intellectual functioning scores at
2-
and 3-years-old (Cabrera, Shannon, & Tamis-LeMonda, 2007).
Another study found that paternal warmth when children were
12-years-old was a predictor of school achievement two years
later; this remained true after controlling for the effect of
maternal
warmth (Chen, Liu, & Li, 2000).
In addition to examining fathers and children’s cognitive func-
tioning, the association between fathers’ presence in the home
and
6. children’s behavioural functioning has been considered (for re-
view, see Allen & Daly, 2002). In general, research has
indicated
that children who experience fathers’ absence from the home at
various points during childhood are more likely than other
children
to display internalizing problems, such as sadness, social with-
drawal, and anxiety, as well as externalizing problems, such as
aggression, impulsivity, and hyperactivity (Amato & Gilbreth,
1999; Carlson, 2006; Demuth & Brown, 2004). For example,
one
study that was conducted in the United States found that
children
with absent fathers displayed more antisocial behaviour than
chil-
dren whose fathers were present in their home, even after
control-
ling for the effects of paternal antisocial behaviour, SES, and
presence of stepfathers (Pfiffner, McBurnett, & Rathouz, 2001).
Additional research exists illustrating the relation between pa-
ternal parenting and behaviour problems in offspring (Carlson,
2006; Chen et al., 2000; Flouri, 2007; Griffin, Botvin, Scheier,
Diaz, & Miller, 2000; Levine Coley, 2003). Notably, research
has
indicated that fathers’ use of parental control accounts for some
variance in predicting child outcomes such as aggression (Chen
et
al., 2000). Studies have illustrated that parental control can
result
in both appropriate behaviour (Maccoby & Martin, 1983) as
well
as defiant behaviour (Baumrind, 1971) in children; the direction
of
the outcome most likely depends on the nature of the control
employed by parents, as restrictive and authoritarian forms of
7. control have been found to result in more negative outcomes
than
nonrestrictive and authoritative forms of control (Becker, 1964;
Pettit, Laird, Dodge, Bates, & Criss, 2001).
Whereas the previously described studies all indicate that fa-
thers’ presence in their children’s homes and parenting predict
child cognitive and behavioural outcomes, some other studies
have
found that this is not the case after controlling for
socioeconomic
factors (Carlson & Corcoran, 2001; Crockett, Eggebeen, &
Hawkins, 1993; DeBell, 2008; Entwisle & Alexander, 1996).
Fathers’ presence is intimately connected to family SES, as
fam-
ilies with two working parents generally have higher incomes
than
single-income families. Studies also indicate that higher SES
fam-
ilies include fathers who display more positive parenting
(Cabrera
et al., 2007; Pleck, 1997). Additional studies illustrate a direct
pathway between SES and child cognitive and behavioural out-
comes (Cabrera et al., 2007). Socioeconomic indicators must be
considered when examining outcomes related to fathers’
presence
and parenting.
Additional factors that are often considered when examining the
relation between fathers and child outcomes include the quality
of
the home environment and the occurrence of conflict within the
couple relationship. Regarding the former, previous research
has
demonstrated that living in a chaotic and unstimulating home
8. environment is related to children’s cognitive functioning and
behaviour problems at school (Bradley & Rock, 1985; Carlson
&
Corcoran, 2001; Hetherington, 1989). Regarding the latter,
studies
indicate that children are more likely to develop difficulties in-
cluding depression, anxiety, social withdrawal, and school
absence
if they are regularly exposed to displays of aggression between
their parents (Flouri, 2007; Grych & Fincham, 2001). Measuring
the quality of the home environment typically involves the mea-
surement of SES, parental absence, and parenting quality, and
couple conflict has been shown to be associated with each of
these
factors (Fergusson & Horwood, 1998; Kaczynski, Lindahl,
Malik,
& Laurenceau, 2006; Sturge-Apple, Davies, & Cummings,
2006).
Therefore, the home environment and couple conflict are both
important to control for when predicting child developmental
outcomes.
Finally, a factor that is often considered when conducting re-
search in this area is child gender, as research indicates a
moder-
ating effect of gender in the relation between fathers and
offspring
development. Specifically, some studies demonstrate that
fathers
predict development in sons more than daughters because they
serve as male role models for their sons (Biller & Kampton,
1997;
Bronte-Tinkew et al., 2008; Mott, Kowaleski-Jones, &
Menaghan,
1997). However, a smaller body of research has illustrated that
fathers are more important for their daughters’ development
9. than
that of their sons (Levine Coley, 1998), particularly regarding
nonverbal cognitive abilities (Hetherington, Camara, &
Featherman, 1983; Sandqvist, 1995). As different and
sometimes
opposing effects have been illustrated, it is unclear how child
gender moderates the association between fathers’ presence and
children’s outcomes.
Many existing studies regarding the association between fathers
and their children’s development have methodological
limitations.
For example, mothers who participate in studies are often asked
to
report on the parenting strategies of the children’s fathers (Roy
&
Kwon, 2007). Research has demonstrated, however, that reports
of
paternal parenting differ between mothers and fathers
(Mikelson,
2008). Furthermore, most studies have not included participants
who live in a cultural context in which English is not the
primary
language spoken and the majority of neighborhoods are
socioeco-
nomically disadvantaged (Roy & Kwon, 2007); notable
exceptions
include the Supporting Father Involvement Project (Cowan,
Cowan, Pruett, & Wong, 2009) and the Fragile Families studies
(Carlson & McLanahan, 2002). Moreover, the majority of
studies
in this area measure fathers’ presence and parenting and child
development concurrently; few prospective studies exist that ex-
amine the roles that fathers play on the trajectory of cognitive
and
behavioural development over the course of childhood (Roy &
10. Kwon, 2007). Finally, many of the prospective studies are de-
signed to examine the relation between fathers’ presence and
parenting and the development of offspring between the ages of
approximately 2- and 5-years-old; more research is required to
174 POUGNET, SERBIN, STACK, AND SCHWARTZMAN
understand the ways in which fathers influence the development
of
children in middle childhood and adolescence.
Current Study
The current study addressed some of these limitations by exam-
ining the prospective associations between fathers’ presence in
their children’s homes and their parenting, and cognitive and
behavioural outcomes in socioeconomically at-risk children be-
yond the preschool years. The study was carried out using data
from the Concordia Longitudinal Risk Project (Schwartzman,
Ledingham, & Serbin, 1985), an intergenerational study of low-
income Francophone families in Québec (Statistics Canada,
2007b).
Based on the existing literature regarding the relation between
fathers’ presence and parenting and children’s cognitive and be-
havioural outcomes, it was hypothesised that (1) children who
live
with their fathers in middle childhood and whose fathers
demon-
strated positive early parenting abilities would have increased
levels of cognitive functioning and (2) lower levels of
behaviour
problems in preadolescence than other children. It was also
antic-
11. ipated that (3) gender would moderate the relations between fa-
thers’ early parenting and presence in middle childhood and
cog-
nitive functioning and behaviour problems later on in
preadolescence. As the literature is mixed regarding the
direction
of the moderation, this hypothesis is exploratory.
Method
Participants
The current sample included 138 children and their families
who
were participants in the Concordia Longitudinal Risk Project
(Schwartzman et al., 1985), a large intergenerational
longitudinal
research program. Participating families had been previously as-
sessed when their children were in early childhood (2- to 5-
years-
old), when they had indicated an interest and a willingness to
participate in further studies. At Time 1 (T1) of the present
study,
which occurred in the early 2000s, the children were between 6-
and 10-years-old (M � 7.69, SD � 1.01). Seventy-six of the
children were girls and 62 were boys. The families in the study
had
a median annual family income of $41,860 (range � $6,905.31–
$145,600.00; SD � $24,918.68), and 73% of families fell below
$60,118, which was the mean income level in Québec at the
time
(Institut de la Statistique Québec, 2009). Mothers and fathers
had
completed an average of 12.23 and 11.77 years of education,
respectively (SD � 2.37 and 2.14, respectively), and 17% and
14%
12. of the families had mothers and fathers who had not completed
high school, respectively. At T1, 24.6% of the children (34 of
138)
did not live with their fathers. This is comparable to the 21%
rate
of single motherhood for children of all ages in the general
population of Québec in 2001 (Statistics Canada, 2003).
Moreover,
54 (52%) of the fathers who lived with their children were
married
to the children’s mothers, 46 (45%) of the fathers were
cohabiting
with the children’s mothers, and 3 (3%) were separated from the
children’s mothers (i.e., custodial fathers); datum regarding
civic
status was missing for one participant.
The second wave of data collection, or Time 2 (T2), occurred in
the mid 2000s between 3 and 5 years after T1 when the children
were between 9- and 13-years-old (M � 10.06, SD � 1.56).
Ninety-six of the 138 families from T1 participated at T2. The
families in the study had a median annual income at T2 of
$46,826
(range � $7,926.10–$178,573.20; SD � $33.295.55), and 70%
of
families fell below the mean income level in Québec, which at
the
time was $68,452 (Institut de la Statistique Québec, 2009). The
mean income at T2 of $53,394.58 was not significantly greater
than the mean income at T1 of $44,498.88 (t86 � �1.88, ns).
When the eight families with annual T2 incomes of higher than
$100,000 were treated as outliers and excluded from analyses,
the
results were not significantly different from those of the full
sample; therefore, these families were included in the current
13. analyses. At T2, 33.7% of the children (32 of 96) did not live
with
their fathers, which was not significantly different than the
24.6%
rate of fathers’ absence at T1 (�2 � .02, ns). Forty-three (57%)
fathers who lived with their children were married to the
children’s
mothers, 28 (37%) were cohabiting with the children’s mothers,
and 4 (6%) were separated from the children’s mothers (i.e.,
custodial fathers).
Missing Data
As noted above, there was participant attrition between the two
time points as well as missing data within the variable set for
the
138 participants in the current study. It was hypothesised that
these
data were not missing completely at random, as families with
lower occupational prestige, more children, and parental
absence
frequently have chaotic home environments and less time and
motivation to provide complete data. The mean level of parental
occupational prestige at T2 was significantly greater than the
mean
prestige level at T1 (t132 � �3.05, p � .01), and the mean
number
of children at T2 was significantly smaller than the mean
number
of children at T1 (t135 � �2.30, p � .05), indicating that those
families with greater levels of occupational prestige and fewer
children were more likely to remain in the study between the
two
time points. Results from Little’s MCAR test confirmed that
data
were not missing completely at random (�2 � 553.54, p � .05);
14. therefore, multiple imputation (MI) was employed in the current
study in order to estimate missing data for those variables with
less
than 20% of its cases missing (Allison, 2001; McKnight,
McKnight, Sidani, & Figueredo, 2007). The Amelia program
(Honaker, King, & Blackwell, 2006), set at a tolerance of .001,
was used to impute 20 data sets (number of imputations ranged
from 10 to 28). The imputed data were aggregated and used in
all
subsequent analyses.
Measures
Family demographics and fathers’ presence in the home.
Annual family income, maternal educational attainment,
paternal
educational attainment, and child age were determined by
partic-
ipants’ responses to demographics questionnaires administered
at
T1 and T2. Whether or not biological fathers lived with their
children was determined by asking: “With whom does your
child
live?” Responses were coded as 1 when biological fathers were
reported as living with their children and 0 when children lived
only with their mothers or other adults and siblings. The current
analyses focused on fathers’ presence in the home at T1 when
children were in middle childhood rather than earlier when chil-
175FATHERS’ AND CHILDREN’S FUNCTIONING
dren were preschool-aged in order to achieve greater variance in
fathers’ presence (i.e., to reflect the fact that some fathers left
between early childhood and T1).
15. Parental control. The Parenting Dimensions Inventory–
Short Version (PDI; Power, 2002) is a 27-item self-report
measure
of five dimensions of parenting that had been administered to
fathers 1 to 3 years prior to the current waves of data collection,
when their children were between 2- and 5-years-old. It was
administered during this period because more fathers were
present
to participate in data collection when their children were
preschool-aged than when their children were older, and it was
used to capture the impact that fathering children in this
sensitive
period had on later development. To assess the type of parental
control employed with children, the Type of Control dimension
of
the PDI was used for the present study. This dimension employs
11
questions with a 4-point Likert scale response format to assess
the
mechanisms through which parents guide and shape the
behaviour
of their children, and it includes Physical Punishment, Material
or
Social Consequences, Reasoning, Scolding, and Reminding
scales.
For the purposes of the current study, an average of the five
scale
scores was used in the analyses (� � .69, 95% Confidence
Interval
(CI) � .55–.79, M � 1.29, SD � .53). Higher scores indicate
more
positive forms of control. Alpha values for the scales that make
up
the Type of Control dimension have been found to range from
.84
16. to .92 and have good validity (Power, 2002; Slater & Power,
1987).
Couple conflict. Prior to the current waves of data collection
when children were preschool-aged, mothers and fathers in the
sample completed the Conflict Tactics Scale (Straus, 1979), a
self-report measure of intimate partner and child maltreatment.
Scales measure sexual, psychological, and physical attacks com-
mitted by both partners over the past 12 months as well as
anytime
in the past. Nine items that inquire about lifetime occurrences
of
couple conflict (e.g., Have you ever thrown anything at your
partner, or has your partner ever thrown anything at you?) were
included in the current data analyses (� � .84, 95% CI � .82–
.86,
M � .11, SD � .01). Item responses were coded as 1 when
couple
conflict was reported and 0 when couple conflict was not
reported.
The complete measure has good reliability, indicated by an
alpha
of .88 for couple conflict, as well as good concurrent and
construct
validity (Straus, 1979).
Home environment. The quality of the families’ home en-
vironment was assessed at T2 using the Home Observation for
Measurement of the Environment–Revised Edition scale
(HOME;
Caldwell & Bradley, 1984). This instrument combines observa-
tions by trained researchers with structured interviews with both
parents (if available) to obtain information about children’s
home
environment. This 59-item tool is broken down into eight scales
that assess parental responsivity, physical environment, learning
17. materials, active stimulation, encouragement of maturity, emo-
tional climate, parental involvement, and family participation;
for
the purposes of the current study, an overall score was used in
the
analyses (� � .61, CI � .48–.71, M � 40.66, SD � 5.35).
Scores
range from 0 to 59, and higher scores indicate higher quality
home
environments. The HOME inventory is a well-standardized mea-
sure that demonstrates good reliability and validity properties
(Totsika & Sylva, 2004).
Cognitive functioning. Children’s cognitive functioning was
assessed at two different times. Three years prior to the two
waves
of data collection described in the current study, the Bayley
Scales
of Infant Development–Second Edition (Bayley, 1993) had been
administered to those children who were under 42-months-old
(n � 66), and the Stanford-Binet Intelligence Scale–Fourth
Edition
(Thorndike, Hagen, & Sattler, 1987) had been administered to
those children between 42- and 72-months-old (n � 72). Each
child had received an IQ score that was converted into a z-score
and then employed in the analyses in order to control for the
overall stability of IQ over time.
At T2, the Wechsler Intelligence Scale for Children–Third Edi-
tion (WISC–III: Wechsler, 1991) was administered. This com-
monly used measure of children’s intellectual functioning
provides
Verbal IQ scores, which are an indication of children’s skills in
language and comprehension, as well as Performance IQ scores,
which are an indication of children’s visual-spatial and
18. nonverbal
analytical reasoning skills. The WISC–III was administered to
children when they were between the ages of 9- and 13-years-
old
by individuals with master’s level training or above in clinical
psychology. Children’s Verbal IQs ranged from 62 to 133 (M �
98.59, SD � 15.82), and their Performance IQs ranged from 72
to
140 (M � 101.86, SD � 11.87).
Behaviour problems. Teachers assessed children’s behav-
iour problems at school by completing the Child Behaviour
Checklist–Teacher Report Form (TRF; Achenbach & Rescorla,
2001) at T2 when children were between 9- and 13-years-old.
This
commonly used measure of behavioural functioning includes
120
items for which the respondent assigns a score between 0 and 2
for
each question; a score of 0 indicates an absence of the
behaviour,
a score of 1 indicates that the child performs the behaviour
some-
times, and a score of 2 indicates that the child often performs
the
behaviour. Scores of externalizing and internalizing behaviours
are
obtained, as well as an overall problem behaviour score that
encompasses both internalizing and externalizing scores. Higher
scores indicate increased problem behaviours. Teachers were
em-
ployed as informants of children’s behaviour problems rather
than
mothers, fathers, or the children because fathers’ absence can
result in parent conflict, maternal distress, and child distress.
Teachers were assumed to be a somewhat more independent
19. source of information than mothers, fathers, or children
themselves
when examining the effects of fathers’ absence on offspring be-
haviour problems. The children in the full sample ranged in
TRF
externalizing behaviour T scores from 39 to 78 (M � 53.19, SD
�
8.10), and they ranged in TRF internalizing behaviour T scores
from 37 to 76 (M � 54.88, SD � 8.30). Twenty-eight percent of
the children had TRF problem T scores in the “borderline”
range
or above (T score 60), compared with an expected 18% of
nonre-
ferred children in the general population (Achenbach &
Rescorla,
2001).
Procedure
Families participated in the current study at two different time
points (T1 and T2) that were 3 to 5 years apart. At each time
point
in the current study, the children’s families were contacted by
telephone to solicit participation. Those who agreed at T1 were
mailed a package of questionnaires including a demographics
measure assessing family structure. At T2, families were again
contacted and consent was obtained over the telephone and sub-
sequently in writing. Children whose families agreed to
participate
176 POUGNET, SERBIN, STACK, AND SCHWARTZMAN
were tested both at school and at home, in three separate
sessions
20. spanning over a 2-week period. Demographics questionnaires
were
completed, and information regarding family structure, maternal
educational attainment, annual family income, and children’s
age
was obtained. Also at T2, the HOME inventory was
administered
to families. During this wave of data collection, children under-
went cognitive testing, and teachers were asked to complete the
TRF for the target children. Families were financially
compensated
for their participation in the first and second waves of the study.
Strategy for Analysis
Hierarchical linear regression analyses were performed with the
full sample in predicting children’s T2 IQ and TRF scores. Key
assumptions of linear regression, including linear relationships,
little multicollinearity, and no auto-correlation were tested, and
the
number of predictors used in each analysis was appropriate for
the
number of participants in the study. As 138 families
participated in
the current study, there was power to detect a small to moderate
effect or greater; effect sizes as small as .06 were found to be
statistically significant in the current analyses.
In the first model of the analyses, children’s gender and age at
T2 were entered into the equation. Family income, maternal
edu-
cation, and paternal education at T2 were entered into the
second
model in order to account for socioeconomic factors. Subse-
quently, fathers’ presence at T1, the quality of the home
environ-
21. ment at T2, early couple conflict, fathers’ use of early control,
and
early IQ were entered respectively in separate models of the
analyses. Additional predictors (e.g., parents’ relationship
status,
mothers’ use of early control) were included in preliminary
anal-
yses; however, because the number of participants allowed for a
maximum number of predictors, those predictors that were not
statistically significantly associated with the outcome variables
were excluded from the final regression analyses. Interactions
between fathers’ presence at T1 as well as fathers’ use of early
control and each of the other predictors were examined in order
to
ascertain any possible moderation effects by entering the
interac-
tion terms in the final models of each of the regression
analyses.
Lastly, median splits were conducted with the continuous
predic-
tors in order to graphically depict statistically significant and
interesting interactions.
Results
The first hypothesis held that children who live with their
fathers in middle childhood and whose fathers demonstrated
pos-
itive early parental control would have higher levels of
cognitive
functioning later on in development than other children. The
point
biserial correlation between T1 fathers’ presence and T2 Perfor-
mance IQ was statistically significant, r(136) � .18, p � .05, as
was the Pearson correlation between fathers’ use of positive
22. con-
trol and T2 Performance IQ, r(136) � .35, p � .01. Preliminary
analyses indicated that Verbal IQ was not associated with either
fathers’ presence, r(136) � .05, ns, or fathers’ control, r(136) �
.19, ns (see Table 1); therefore, the following results describe
only
analyses with Performance IQ.
Hierarchical linear regression was employed to predict T2 Per-
formance IQ. In the final model of the main effects analysis,
F(10,
137) � 9.99, p � .01, there was a statistically significant effect
for
fathers’ use of control (� � .38, p � .01), although the effect of
fathers’ presence was not statistically significant (� � .13, ns;
see
Table 2). Thus, the first hypothesis was supported for paternal
control but not for fathers’ presence. Statistically significant
main
effects for T2 home environment, couple conflict, and early IQ
were also found.
Interactions between the predictors of T2 Performance IQ were
subsequently examined. The interaction between T1 fathers’
pres-
ence and T2 paternal education predicted T2 Performance IQ
when
it was entered into the regression analysis, such that for those
children whose fathers had fewer years of education, having a
father absent predicted lower Performance IQ scores than
having a
father present (B � �4.53, p � .01; see Figure 1).
In summary, children whose fathers displayed more positive
early parental control had higher Performance IQ scores at T2
than
23. other children after controlling for family and socioeconomic
factors. In addition, fathers’ presence at T1 predicted higher
Per-
Table 1
Correlations Between All Variables in the Full Sample (n �
138)
Variable 1 2 3 4 5 6 7 8 9 10 11 12 13 14
1. T1 father presencepb — �.09 .18� .07 �.14t �.15t .09 �.11
.34�� .20� .11 .15t .38�� �.23��
2. Father control — .35�� .19t �.45�� .02 .26�� �.04 �.06
�.37�� .07 .05 .02 .13
3. T2 Performance IQ — .59�� �.35�� �.07 .20� �.02 .20�
.19� .29�� .50�� .19� �.24��
4. T2 Verbal IQ — �.29�� �.08 .01 �.16 .27�� .41�� .19t
.54�� .29�� �.32��
5. T2 TRF internalizing — .26�� �.27�� .05 .07 �.01 .02
�.22� �.24�� .18�
6. T2 TRF externalizing — �.30�� .32�� �.11 �.17� �.19�
�.24�� �.53�� .18�
7. Child genderpb — �.10 �.03 .00 �.06 .21� .16t .08
8. T2 child age — �.14t �.13 �.06 .00 �.22� .16t
9. T2 income — .58�� .24�� .20� .52�� �.27��
10. T2 maternal
education
— .40�� .41�� .47�� �.38��
24. 11. T2 paternal education — .26�� .15t �.17�
12. Early IQ — .39�� �.26��
13. T2 HOME — �.46��
14. Couple conflictpb —
Note. T1 � Time 1; T2 � Time 2; pb � point biserial
correlations; TRF � Teacher Report Form; HOME � Home
Environment.
t p � .10. � p � .05. �� p � .01.
177FATHERS’ AND CHILDREN’S FUNCTIONING
formance IQ scores at T2 for fathers with fewer years of educa-
tional attainment.
The second hypothesis held that children who live with their
fathers in middle childhood and whose fathers demonstrated
pos-
itive early parenting skills would have lower levels of behaviour
problems later on in development than other children.
Preliminary
analysis indicated that the point biserial correlation between T2
TRF externalizing and T1 fathers’ presence, r(136) � �.15, ns,
as
well as the Pearson correlation between T2 TRF externalizing
and
early paternal control, r(136) � .02, ns, were not statistically
significant. The Pearson correlation between T2 TRF
internalizing
and fathers’ early use of control was statistically significant,
25. r(136) � �.45, p � .01, although the point biserial correlation
between T1 fathers’ presence and T2 TRF internalizing was not
statistically significant, r(136) � �.14, ns (see Table 1). Conse-
quently, the following results describe only results with T2 TRF
internalizing problems.
Hierarchical linear regression was used to predict T2 internal-
izing problems. In the final model of the main effects analysis,
F(10, 137) � 8.55, p � .01, there were statistically significant
main effects for early fathers’ control (� � �.58, p � .01) and
T1
fathers’ presence (� � �.18, p � .05) in predicting T2 internal-
izing problems, supporting the second hypothesis. There were
also
statistically significant main effects for T2 income, maternal
and
paternal education, and early couple conflict (see Table 3).
Interactions between the predictors of T2 internalizing problems
were subsequently examined. The interaction between
children’s
gender and T1 fathers’ presence predicted TRF internalizing
prob-
lems, such that girls with fathers who were present had lower
internalizing problem behaviour scores than girls with fathers
who
were absent (B � �5.21, p � .05; see Figure 2), while the same
was not true for boys.
Taken together, children whose fathers displayed less positive
parental control and whose fathers were absent had higher inter-
nalizing scores later on than other children. Further, fathers’
pres-
ence predicted decreased internalizing problem scores later on
for
26. girls but not for boys.
Discussion
The aim of the current study was to illustrate the ways in which
fathers’ presence in the home and parenting predict
developmental
outcomes of children over time in a disadvantaged sample living
within a Québec context. Overall, the results indicated that
fathers’
early use of control and fathers’ presence in middle childhood
predicted cognitive and behavioural outcomes later on in
develop-
ment. This was illustrated utilizing a prospective methodology
with a culturally and linguistically distinct longitudinal sample
of
socioeconomically at-risk families, and after accounting for
such
Table 2
Hierarchical Linear Regressions for T2 Performance IQ in the
Full Sample (n � 138)
Model
1 2 3 4 5 6 7 Interactions
� � � � � � � Part B
Child gender .20� .22�� .21�� .21� .24�� .13 .06 .06
Child age (T2) �.00 .04 .04 .05 .06 .08 .03 .03
Family income (T2) .15 .11 .10 .13 .03 .10 .07
Maternal education (T2) �.01 �.01 �.02 �.07 .23t .07 .04
Paternal education (T2) .28�� .27�� .27�� .27�� .14t .10
.08
Father presence (T1) .10 .09 .07 .14t .13t .12
27. HOME (T2) .04 �.04 �.13 �.22� �.16
Early couple conflict �.22� �.23�� �.19� �.16
Early father control .44�� .38�� .31
Early IQ .41�� .34
Father presence �
paternal education �4.53��
Father control � gender �12.48t
F 2.74t 4.73�� 4.17�� 3.57�� 3.91�� 6.78�� 9.99��
F�change 2.74t 5.86�� 1.30 .16 5.39� 24.19�� 26.63��
R2 (total adjusted) .03 .12 .12 .12 .15 .28 .40
Note. T1 � Time 1; T2 � Time 2; HOME � Home
Environment. B represents the unstandardized b coefficient (the
effect of an independent variable
on the dependent variable, net of the effects of the other
independent variables).
t p � .10. � p � .05. �� p � .01.
Figure 1. Interaction between fathers’ presence in middle
childhood and
paternal educational attainment in preadolescence in predicting
later Per-
formance IQ scores in preadolescence.
178 POUGNET, SERBIN, STACK, AND SCHWARTZMAN
potentially confounding factors as annual family income, the
qual-
ity of the home environment, parental educational attainment,
28. and
couple conflict.
The first hypothesis that children whose biological fathers dem-
onstrated positive early parental control and were present in
mid-
dle childhood would have increased levels of cognitive
functioning
later on than other children was partially supported, although
only
for nonverbal cognitive functioning. Specifically, children
whose
fathers used more positive early parental control had higher Per-
formance IQ scores later in development than other children.
Past
research suggests that fathers enhance their children’s cognitive
functioning through play (MacDonald & Parke, 1986; Pruett,
1998); perhaps fathers who demonstrated the positive use of pa-
rental control during play strengthened children’s nonverbal
abil-
ities. The effect of paternal control on children’s nonverbal cog-
nitive functioning was statistically significant over a span of 6
to
10 years (i.e., early childhood to preadolescence) and accounted
for more variance in Performance IQ scores than any other pre-
dictor, even when “baseline” IQ at preschool age was
controlled.
In addition to nonverbal cognitive functioning, results from the
current study demonstrated that children whose fathers
displayed
more positive early control and were present in middle
childhood
had fewer behaviour problems at school later in development
compared with other children, supporting the second hypothesis.
29. However, this was only true for internalizing behaviour
problems,
a result that contradicts studies that suggest fathers’
involvement
predicts both internalizing and externalizing problems in
children
(Carlson, 2006; Chen et al., 2000). On the other hand, a study
by
Levine Coley (2003) that examined African American father-
daughter relationships indicated that daughters whose fathers
were
absent and who experienced alienation and disengagement in
their
relationships with their fathers were more likely to also
experience
symptoms of depression and problem behaviours at school but
not
aggressive behaviours. It is possible that the results from the
current study are similarly due to the quality of preadolescent
children’s relationships with their present and absent fathers.
Father-daughter relationship quality was not measured in the
cur-
rent study, but it might be more predictive of internalizing
prob-
lems than externalizing problems in offspring.
In examining statistical interactions in predicting internalizing
problems in preadolescence, the current results suggest that
girls
whose fathers were absent in middle childhood had significantly
higher levels of internalizing behaviours at school than girls
whose
fathers were present; the same was not true for boys. Past
research
has illustrated significant associations between fathers’ absence
and increased behaviour problems in children (Chen et al.,
30. 2000;
Carlson, 2006; Demuth & Brown, 2004; Flouri, 2007; Pfiffner et
al., 2001); however, this is the first study to our knowledge that
has
found these associations for daughters and not sons. It is
possible
Table 3
Hierarchical Linear Regressions for T2 Teacher Report Form
Internalizing Problems in the Full Sample (n � 138)
Model
1 2 3 4 5 6 7 Interactions
� � � � � � � Part B
Child gender �.27�� �.27�� �.25�� �.23�� �.23��
�.08 �.07 �.07
Child age (T2) .02 .03 .02 �.03 �.03 �.04 �.04 �.04
Family income (T2) .11 .16 .23� .23� .36�� .35� .25
Maternal education (T2) �.07 �.07 .04 .04 �.35�� �.33��
�.20
Paternal education (T2) .01 .02 .01 .01 .18� .18� .16
Father presence (T1) �.16t �.09 �.08 �.18� �.18� �.16
HOME (T2) �.31�� �.25� �.13 �.12 �.09
Early couple conflict .15 .17� .16� .14
Early father control �.59�� �.58�� �.47
Early IQ �.04 �.04
Father presence � gender �5.21�
F 5.39�� 2.34� 2.50� 3.51�� 3.44�� 9.53�� 8.55��
F�change 5.39�� .36 3.10t 8.70�� 2.62 48.19�� .26
R2 (total adjusted) .06 .05 .06 .11 .13 .36 .36
31. Note. T1 � Time 1; T2 � Time 2; HOME � Home
Environment. B represents the unstandardized b coefficient (the
effect of an independent variable
on the dependent variable, net of the effects of the other
independent variables).
t p � .10. � p � .05. �� p � .01.
Figure 2. Interaction between fathers’ presence in middle
childhood and
children’s gender in predicting later Teacher Report Form
(TRF) internal-
izing problems in preadolescence.
179FATHERS’ AND CHILDREN’S FUNCTIONING
that these findings are a result of girls’ increased stress and
negative affect because of factors that have been found to be
associated with breakdowns in marital relationships and fathers’
absence such as family discord, mothers’ difficulties upon
family
disruption, and negative father-daughter relationships (Kerig,
Cowan, & Cowan, 1993; Sigle-Rushton & McLanahan, 2004);
these factors were not measured in the current study, so this
remains a hypothesis for future research. Furthermore, perhaps
fathers’ presence influenced the type rather than the level of
internalizing problems that boys experience at school (i.e.,
sadness
when father is absent vs. anxiety when father is present), a
differ-
ence that was not captured in the current analyses. Future
research
with a larger sample could use the Syndrome and DSM-oriented
scales of the TRF to examine whether various internalizing
symp-
32. toms are differentially related to fathers’ presence in girls and
boys.
In both of the regression analyses, fathers’ early use of control
enhanced the effect of fathers’ presence during middle
childhood
in predicting preadolescent cognitive and behavioural outcomes.
Specifically, fathers’ presence marginally predicted
Performance
IQ and significantly predicted internalizing problems at school
only when fathers’ control was included in the model. It is
possible
that this suppression effect is due to the nature of the
measurement
of paternal control in the current study, as those fathers who
reported using the most positive types of early parental control
might have also been the fathers who remained living with their
children between three and five years later. Past research has
indicated a significant association between family structure and
paternal parenting (e.g., Carlson, 2006; Griffin et al., 2000);
how-
ever, fathers’ use of early control and fathers’ presence during
middle childhood were not significantly correlated in the
current
study. Further research is required to fully understand the
relation
between fathers’ presence and parenting characteristics in
predict-
ing outcomes in offspring.
The current study illustrated the significant effects of socioeco-
nomic factors on children’s concurrent cognitive functioning
and
behaviour problems. Specifically, the quality of the home envi-
ronment predicted children’s concurrent Performance IQ.
Because
33. the regression coefficient was negative, a suppressor effect
might
have occurred; this result should be replicated by future
research
before making further interpretations. Furthermore, family
income,
maternal education, and paternal education predicted children’s
concurrent internalizing problems. Unexpectedly, fathers who
were more educated had children with higher levels of
internaliz-
ing problems; this finding had no precendent in the literature
and
should await replication before interpreting it. In general,
fathers’
presence and early control predicted children’s later
development
even after accounting for SES factors, supporting results from
previous studies (Cabrera et al., 2007; Ryan et al., 2006). These
results suggest that fathers’ presence in middle childhood and
early
control might be important for children’s later cognitive and be-
havioural functioning for reasons other than fathers’ income
con-
tribution to the family, even among socioeconomically at-risk
families.
Although the present study contributed to the literature in a
number of ways, it also had several limitations. The size of the
sample was small; this limited the number of control variables
that
could be included in the regression analyses. An additional
limi-
tation is the use of fathers’ presence as a predictor despite the
argument that it is not detailed enough to understand children’s
experiences (Flouri, 2007), and more specifically, the lack of
34. differentiation between fathers’ absence from their children’s
homes and fathers’ absence from their children’s lives. It is
likely
that some children in the sample who did not live with their
biological fathers had regular contact with their fathers, which
could perhaps account for the small and marginal associations
between fathers’ presence and child outcomes in the current
study.
Had father involvement been measured in addition to fathers’
presence, it might have mediated the relation between fathers’
absence and children’s outcomes, as has been demonstrated in
some previous research (e.g., Astone & McLanahan, 1991;
Allen
& Daly, 2002; Carlson, 2006).
Moreover, the measurement of fathers’ parenting was restricted
to parental control used with young children; an interesting line
of
future inquiry would involve examining additional parenting di-
mensions in the interactions between fathers and children later
in
development, a direction that could not be pursued in the
current
study due to lack of additional parenting measures in the
original
data set. Additionally, measurements of fathers’ parenting were
obtained by self-report questionnaires; richer information
regard-
ing father-child relationships could be obtained by observing fa-
thers in interactions with their children. Moreover, some scales
that were employed in the current study demonstrated low
Cronbach’s alpha coefficients (e.g., PDI, HOME); therefore, the
correlations that were found might have been attenuated due to
greater measurement error. Finally, only teachers’ reports of
chil-
dren’s behaviour problems were included in the current
35. analyses.
As previous research has indicated that reports of the
development
of behaviour problems vary within and across informants
(Keiley,
Bates, Dodge, & Pettit, 2000), future analyses could consider
reports from parents and the children themselves in addition to
teachers’ reports to gain a comprehensive view of children’s
behaviour problems.
In conclusion, fathers’ early use of positive control predicted
both increased nonverbal cognitive performance and decreased
internalizing problems later in development, and fathers’
presence
in middle childhood predicted decreased internalizing problems
later in development. The question of family composition is
espe-
cially relevant in Québec, as the rate of common-law unions is
much higher than in other Canadian provinces (25% of families
with children in Québec compared with 5.5% in Canada;
Statistics
Canada, 2007b). Further, common-law unions are more easily
and
more often dissolved than marriages (Andersson, 2002; Kamp
Dush & Amato, 2005), frequently resulting in single-mother
fam-
ilies. Because of Québec’s unique demographics and social cus-
toms, the current research suggests that it is essential that the
province formulate policies that would encourage increased and
positive forms of contact between children and their fathers.
Ini-
tiatives such as parental leave for men and parenting classes
that
emphasise the role of fathers could help to maximize children’s
development from early childhood to preadolescence.
36. Résumé
Une littérature émergente illustre l’influence des pères dans le
développement de leurs enfants. Ce sujet est particulièrement
pertinent au Québec, une province unique sur les plan culturel
et
démographique, où la monoparentalité féminine est relativement
180 POUGNET, SERBIN, STACK, AND SCHWARTZMAN
commune; cette situation est associée à des désavantages so-
cioéconomiques prédisant des effets cognitifs et
comportementaux
adverses chez les jeunes. À l’aide des données du Concordia
longitudinal risk project, une banque de données intergénéra-
tionnelle recueillies dans la région de Montréal, la présente
étude
visait à examiner les relations prospectives entre la présence et
la
parentalité du père et le fonctionnement cognitif et
comportemen-
tal subséquent de l’enfant. L’échantillon actuel comptait 138 fa-
milles de classe économique faible à moyenne qui ont participé
à
deux vagues de collecte de données : lorsque les enfants étaient
d’âge moyen et trois ou cinq ans après, lorsqu’ils étaient à la
préadolescence. Les résultats ont indiqué que pour les filles
seule-
ment, la présence du père en enfance prédisait moins de
problèmes
internalisés à la préadolescence. Pour les garçons et les filles, le
contrôle parental positif du père prédisait un meilleur QI de per-
formance et moins de problèmes internalisés jusqu’à six ans
plus
37. tard. Ces résultats ajoutent à la littérature croissante suggérant
que
les pères contribuent de façon importante au fonctionnement
cog-
nitif et comportemental de leurs enfants et appuient les
politiques
visant à encourager les pères à passer du temps avec leurs
enfants
(c.-à-d., congés parentaux pour les hommes) et qui promeuvent
un
rôle et une implication positives du père à travers des cours de
parentalité.
Mots-clés : pères, problèmes comportementaux, fonctionnement
cognitif, contexte canadien, risque socioéconomique
References
Achenbach, T., & Rescorla, L. (2001). Manual for ASEBA
school-age
forms & profiles. Burlington, VT: University of Vermont,
Research
Center for Children, Youth, & Families.
Allen, S., & Daly, K. (2002). The effects of father involvement:
A summary
of the research evidence. Carleton Place, Ontario, Canada:
Father In-
volvement Initiative–Ontario Network.
Allison, P. (2001). Missing data. Thousand Oaks, CA: Sage.
Amato, P., & Gilbreth, J. (1999). Nonresident fathers and
children’s
well-being: A meta-analysis. Journal of Marriage and the
Family, 61(3),
38. 557–573.
Andersson, G. (2002). Children’s experience of family
disruption and
family formation: Evidence from 16 FFS countries.
Demographic Re-
search, 7, 343–364.
Astone, N., & McLanahan, S. (1991). Family structure, parental
practices,
and high school completion. American Sociological Review, 56,
309–
320.
Baumrind, D. (1971). Current patterns of parental authority.
Developmen-
tal Psychology Monograph, 4(1), 1–103.
Bayley, N. (1993). Bayley scales of infant development (2nd
ed.). New
York, NY: The Psychological Corporation.
Becker, W. (1964). Consequences of different kinds of parental
discipline.
In M. Hoffman & L. Hoffman (Eds.), Review of child
development
research (pp. 169–208). New York, NY: Russell Sage
Foundation.
Biller, H., & Kampton, J. (1997). The father and the school-
aged child. In
M. E. Lamb (Ed.), The role of the father in child development
(pp.
143–163). New York, NY: Wiley Interscience.
Bradley, R., & Rock, S. (1985). The HOME inventory: Its
39. relation to
school failure and development of an elementary-age version. In
W.
Frankenburg, R. Emde, & J. Sullivan (Eds.), Early identification
of
children at risk: An international perspective (pp. 159–173).
New York,
NY: Plenum Press Publishing Corporation.
Bronte-Tinkew, J., Carrano, J., Horowitz, A., & Kinukawa, A.
(2008).
Involvement among resident fathers and links to infant
cognitive out-
comes. Journal of Family Issues, 29(9), 1211–1244.
Cabrera, N., Shannon, J., & Tamis-LeMonda, C. (2007).
Fathers’ influence
on their children’s cognitive and emotional development: From
toddlers
to pre-k. Applied Development Science, 11(4), 208–213.
Caldwell, B., & Bradley, R. (1984). Manual for the home
observation for
measurement of the environment (Revised ed.). Little Rock,
AR: Uni-
versity of Arkansas.
Carlson, M. (2006). Family structure, father involvement, and
adolescent
behavioral outcomes. Journal of Marriage and Family, 68, 137–
154.
Carlson, M., & Corcoran, M. (2001). Family structure and
children’s
behavioral and cognitive outcomes. Journal of Marriage and
40. Family, 63,
779–792.
Carlson, M., & McLanahan, S. (2002). Father involvement,
fragile fami-
lies, and public policy. In C. Tamis-LeMonda & N. Cabrera
(Eds.),
Handbook of father involvement: Multidisciplinary perspectives
(pp.
461–488). Mahwah, NJ: Erlbaum.
Chen, X., Liu, M., & Li., D. (2000). Parental warmth, control,
and indul-
gence and their relations to adjustment in Chinese children: A
longitu-
dinal study. Journal of Family Psychology, 14(3), 401–419.
Cowan, P., Cowan, C., Pruett, M., & Wong, J. (2009).
Promoting fathers’
engagement with children: Preventive interventions for low-
income
families. Journal of Marriage and Family, 71, 663–679.
Crockett, L., Eggebeen, D., & Hawkins, A. (1993). Father’s
presence and
young children’s behavioral and cognitive adjustment. Journal
of Fam-
ily Issues, 14(3), 355–377.
DeBell, M. (2008). Children living without their fathers:
Population esti-
mates and indicators of educational well-being. Social
Indicators Re-
search, 87, 427–443.
Demuth, S., & Brown, S. (2004). Family structure, family
41. processes, and
adolescent delinquency: The significance of parental absence
versus
parental gender. Journal of Research in Crime and Delinquency,
41,
58–81.
Entwisle, D., & Alexander, K. (1996). Family type and
children’s growth
in reading and math over the primary grades. Journal of
Marriage and
Family, 58, 341–355.
Fagan, J., & Iglesias, A. (1999). Father involvement program
effects on
fathers, father figures, and their Head Start children: A quasi-
experimental study. Early Childhood Research Quarterly, 14(2),
243–
269.
Fergusson, D., & Horwood, L. (1998). Exposure to interparental
violence
in childhood and psychosocial adjustment in young adulthood.
Child
Abuse & Neglect, 22(5), 339–357.
Flouri, E. (2007). Fathering and adolescents’ psychological
adjustment:
The role of fathers’ involvement, residence and biology status.
Child:
Care, Health and Development, 34(2), 152–161.
Gouvernement du Québec. (2008). Indicateurs de l’éducation,
édition
2008. Québec, Canada: Ministère de l’Éducation, du Loisir et du
Sport.
42. Griffin, K., Botvin, G., Scheier, L., Diaz, T., & Miller, N.
(2000). Parenting
practices as predictors of substance use, delinquency, and
aggression
among urban minority youth : Moderating effects of family
structure and
gender. Psychology of Addictive Behaviors, 14(2), 174–184.
Grych, J., & Fincham, F. (2001). Interparental conflict and child
develop-
ment: Theory, research, and applications. Cambridge, MA:
Cambridge
University Press.
Hetherington, E. (1989). Coping with family transitions:
Winners, losers,
and survivors. Child Development, 60, 1–14.
Hetherington, E., Camara, K., & Featherman, D. (1983).
Achievement and
intellectual functioning of children in one-parent households. In
J. T.
Spence (Ed.), Achievement and achievement motives (pp. 205–
284). San
Francisco, CA: Freeman.
Honaker, J., King, G., & Blackwell, M. (2006). Amelia software
web site.
Retrieved from http://gking.harvard.edu/amelia
Institut de la Statistique Québec. (2009). Revenu moyen des
unités famil-
181FATHERS’ AND CHILDREN’S FUNCTIONING
43. iales selon le type de revenu, Québec, 1996 à 2007 (table).
Retrieved
from
http://www.stat.gouv.qc.ca/donstat/societe/famls_mengs_niv_vi
e/
revenus_depense/revenus/revfam96_2007.htm
Kaczynski, K., Lindahl, K., Malik, N., & Laurenceau, P. (2006).
Marital
conflict, maternal and paternal parenting, and child adjustment:
A test of
mediation and moderation. Journal of Family Psychology, 20,
199–208.
Kamp Dush, C., & Amato, P. (2005). Consequences of
relationship status
and quality for subjective well-being. Journal of Social and
Personal
Relationships, 22(5), 607–627.
Keiley, M., Bates, J., Dodge, K., & Pettit, G. (2000). A cross-
domain
growth analysis: Externalizing and internalizing behaviors
during 8
years of childhood. Journal of Abnormal Child Psychology,
28(2),
161–179.
Kerig, P., Cowan, P., & Cowan, C. (1993). Marital quality and
gender
differences in parent-child interaction. Developmental
Psychology,
29(6), 931–939.
44. Levine Coley, R. (1998). Children’s socialization experiences
and func-
tioning in single-mother households: The importance of fathers
and
other men. Child Development, 9(1), 219–230.
Levine Coley, R. (2003). Daughter-father relationships and
adolescent
psychosocial functioning in low-income African American
families.
Journal of Marriage and Family, 65, 867–875.
Maccoby, E., & Martin, J. (1983). Socialization in the context
of family:
Parent-child interaction. In E. Hetherington (Ed.), Handbook of
child
psychology: Socialization, personality and social development
(pp.
1–101). New York, NY: Wiley Interscience.
MacDonald, K., & Parke, R. (1986). Parent-child physical play:
The effects
of sex and age of children and parents. Sex Roles, 15, 367–378.
McKnight, P., McKnight, K., Sidani, S., & Figueredo, A.
(2007). Missing
data: A gentle introduction. New York, NY: The Guilford Press.
Mikelson, K. (2008). He said, she said: Comparing mother and
father
reports of father involvement. Journal of Marriage and Family,
70(3),
613–624.
Mott, F., Kowaleski-Jones, L., & Menaghan, E. (1997). Paternal
absence
45. and child behavior: Does a child’s gender make a difference?
Journal of
Marriage and the Family, 59, 103–118.
Pettit, G., Laird, R., Dodge, K., Bates, J., & Criss, M. (2001).
Antecedents
and behavior-problem outcomes of parental monitoring and
psycholog-
ical control in early adolescence. Child Development, 72(2),
583–598.
Pfiffner, L., McBurnett, K., & Rathouz, P. (2001). Father
absence and
familial antisocial characteristics. Journal of Abnormal
Psychology,
29(5), 357–367.
Pleck, J. (1997). Paternal involvement: Levels, sources, and
consequences.
In M. E. Lamb (Ed.), The role of the father in child
development (pp.
66–103). New York, NY: Wiley.
Power, T. (2002). Parenting dimensions inventory (PDI): A
research
manual. Unpublished document, University of Houston,
Houston, TX.
Pruett, K. (1998). Role of the father. Pediatrics, 102(5S), 1253–
1261.
Ricciuti, H. (2004). Single parenthood, achievement, and
problem behavior
in white, black, and Hispanic children. Journal of Education
Research,
97(4), 196–206.
46. Roy, K., & Kwon, Y. (2007). Qualitative insights and
methodological
challenges: Next steps in research on low-income fathering.
Applied
Development Science, 11(4), 234–238.
Ryan, R., Martin, A., & Brooks-Gunn, J. (2006). Is one good
parent good
enough? Patterns of mother and father parenting and child
cognitive
outcomes at 24 and 36 months. Parenting: Science and Practice,
6(2),
211–228.
Sandqvist, K. (1995). Verbal boys and mathematical girls –
Family back-
ground and educational careers. Scandinavian Journal of
Educational
Research, 39(1), 5–36.
Schwartzman, E., Ledingham, J., & Serbin, L. (1985).
Identification of
children at risk for adult schizophrenia: A longitudinal study.
Revue
Internationale de Psychologie Appliquée, 34(3), 363–380.
Sigle-Rushton, W., & McLanahan, S. (2004), Father absence
and child
wellbeing: A critical review. In D. Moynihan, L. Rainwater, and
T.
Smeeding (Eds.), The future of the family (pp. 116–155). New
York,
NY: Russell Sage Foundation.
47. Slater, M., & Power, T. (1987). Multidimensional assessment of
parenting
in single-parent families. In J. Vincent (Ed.), Advances in
family inter-
vention, assessment, and theory (pp. 197–228). Greenwich, CT:
JAI
Press.
Statistics Canada. (2003). Familles selon la structure et le
nombre
d’enfants de tous ages, Canada, Québec et Ontario (table).
Families:
Summary tables, 2001 census. Retrieved from
http://www.stat.gouv
.qc.ca/donstat/societe/famls_mengs_niv_vie/menage_famille/me
n_
fam_enf/familles/tableau_17.htm
Statistics Canada. (2007a). Census families in private
households by family
structure and presence of children, by province and territory
(table).
Family types: Summary tables, 2006 census. Retrieved from
http://
www40.statcan.gc.ca/l01/cst01/famil54a-eng.htm
Statistics Canada. (2007b). Census families by number of
children at home,
by province and territory (table). Marriage and common-law
unions:
Summary tables, 2006 census. Retrieved from http://www40
.statcan.gc.ca/l01/cst01/famil50f-eng.htm
Statistics Canada. (2009). Persons in low income after tax
(table). Low
income and equality: Summary tables, 2006 census (Catalogue
48. no.
75–202-X). Retrieved from
http://www40.statcan.gc.ca/l01/cst01/
famil19a-eng.htm
Straus, M. (1979). Measuring intrafamily conflict and violence:
The Con-
flict Tactic (CT) Scales. Journal of Marriage and the Family,
41, 75–88.
Sturge-Apple, M., Davies, P., & Cummings, E. (2006). Impact
of hostility
and withdrawal in interparental conflict on parental emotional
unavail-
ability and children’s adjustment difficulties. Child
Development, 77(6),
1623–1641.
Teachman, J., Day, R., Paasch, K., Carver, K., & Call, V.
(1998). Sibling
resemblance in behavioral and cognitive outcomes: The role of
father
presence. Journal of Marriage and Family, 60, 835–848.
Thorndike, R., Hagen, E., & Sattler, J. (1987). The Stanford-
Binet intelli-
gence scale (4th ed.). Chicago, IL: Riverside.
Totsika, V., & Sylva, K. (2004). The Home Observation for
Measurement
of the Environment revisited. Child and Adolescent Mental
Health, 9(1),
25–35.
Wechsler, D. (1991). Wechsler intelligence scale for children
(3rd ed.). San
49. Antonio, TX: Psychological Corporation.
Received June 3, 2010
Revision received February 25, 2011
Accepted February 28, 2011 �
182 POUGNET, SERBIN, STACK, AND SCHWARTZMAN