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- Father’s engagement in direct care is associated with children’s social competence for preschool boys but not girls in PeruPublication . Nóblega, Magaly; Monteiro, Lígia; Santos, Carolina; Diniz, Eva; Guimet, Marisut; Ugarte, Andrea; Marinelli, FrancescoABSTRACT: Evidence shows that fathers have an important role in child development, but few studies explore this influence in the Latin American context. This study aimed to contribute to bridge this gap by analyzing in a Peruvian urban, mainly middle socioeconomic sample, the associations between different dimensions of father engagement (i.e., interaction in direct care, teaching/discipline, and play activities) and children’s social adjustment (i.e., social competence, anxiety-withdrawal and anger-aggression) during the preschool years, while controlling for child’s age and parents’ education, and testing the interaction effects between father’s engagement and child’s gender. Two hundred three 2-parent families with preschool children (M = 52.82, SD = 10.06; 57.63% were girls) participated in the study. Multiple ordinary least squares regression models were conducted. Only for social competence, an interaction between father’s engagement in direct care and child’s gender (boys) was found. These results contribute to highlight the importance of fathers in domains traditionally associated with mothers in a Latin American context.
- The role of child’s age, sex, and temperament in father involvement during the pre-school yearsPublication . Santos, Carolina; Monteiro, Lígia; Torres, Nuno(1) Background: The aim of the study was to explore how child’s characteristics (age, sex, and temperament) were associated with father’s involvement in child-related activities. In a sample of 410 bi-parental families with pre-school age children. (2) Methods: Dividing the sample into two age groups, OLS regression models were conducted for each dimension of father involvement with child characteristics as predicting variables. (3) Results: for the younger children (3 and 4 years) fathers were more involved in teaching/discipline and played with their more extroverted daughters. With older children (5 and 6 years), fathers were more involved in teaching/discipline and played when children were higher on negative-affectivity. An interaction was found with boys’ higher negativeaffectivity, predicting fathers’ higher involvement in teaching and discipline. (4) Conclusions: Our results suggest that children’s characteristics have an impact on what fathers do, particularly in a dimension salient to pre-school years such as teaching/discipline. This can help build tailored empirical-sustained programs aiming to encourage and support fathers’ positive involvement.
- Children’s play profiles: Contributions from child’s temperament and father’s parenting styles in a portuguese samplePublication . Santos, Carolina; Monteiro, Lígia Maria Santos; Ribeiro, Olívia; Vaughn, BrianUsing a sample of Portuguese preschool-age children, we aimed to identify different play profiles based on teachers' descriptions of social and non-social behaviors, as well as characterize them in terms of children's characteristics (sex and temperament) and fathers' parenting styles (e.g., warmth and involvement or punitive strategies). The 243 children were distributed across four profiles (identified through a two-stage cluster analysis): Solitary/Reticent, Social Rough, Social, and Social Solitary. A univariate effect was found between play profiles and children's effortful control, as well as fathers' punitive strategies. In addition, a significant multivariate interaction was found between child's sex and the Solitary/Reticent and Social Rough profiles for father's punitive strategies. In this sample, children with social play profiles seem to use diverse types of behaviors during their interactions with peers and in being adjusted within the group. As children's early experiences with peers are a central context for healthy development, a better understating of the diversity of play profiles and its predictors is important for early interventions.
- Factorial structure, measurement invariance and reliability of the Emotion Regulation Checklist (ERC) in a sample of Portuguese parentsPublication . Fernandes, Marília; Morais, Inês; Santos, Carolina; Guedes, Maryse; Ribeiro, Olívia; Fernandes, Carla; Pires, Eva; Santos, Ana Filipa; Santos, Antonio J.; Veríssimo, ManuelaAbstract: Emotion regulation is important for socioemotional and mental health development, with lifelong implications. The Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997) is a widely used tool to assess emotional regulation and dysregulation in children. Despite wide use and translate into several languages, inconsistent findings have been found in its factorial structure across studies. This study addresses this gap by examining the factorial structure, reliability, and measurement invariance of the ERC in a Portuguese sample. A sample of 789 parents (mostly mothers, 90.9%) with children between 3 to 12 years old (49.3% preschoolers and 50.7% School-age) completed the scale. Confirmatory Factor Analysis (CFA) revealed that the original two-factor model (Emotion Regulation and Lability/Negativity) reached an acceptable fit, however three items had to be removed, and two item residuals correlated. Full invariance was achieved regarding boys and girls. While, regarding age, only configural invariance was achieved, meaning that, different loadings should be expected between preschool and school-age children. Considering the final model the Cronbach’s alphas (α) was .66 for Emotion Regulation and .80 for Lability/Negativity. These findings provide some support for the use of the Portuguese parents’ version of the ERC with preschool and school-age children.