Involvement of Young Children's Fathers in Educational Activities

• Main Authors: Hsiao, Yu-Ting, 蕭瑜婷
• Other Authors: 廖鳳瑞
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/45103951283442878793

碩士 === 國立臺灣師範大學 === 人類發展與家庭學系 === 100 === This study utilized Hoover-Dempsey and Sandler’s(1995, 1997, 2005) model of the parent involvement process to understand involvement of young children’s fathers in educational activities(including home-based and school-based involvement) and relevant factors. In addition to investigating the difference between status variables (including the age, socio-economic status ,and weekly working hours of father, weekly working hours of mother, and the gender and age of children) and young children’s fathers involved in home-based and school-based educational activities, this study examined the ability of psychological factors to predict fathers’ home-based and school-based involvement after controlling status variables. This study used a questionnaire survey method. The subjects were 368 young children’s fathers whose child studied in the public kindergartens in Taipei City and New Taipei City and lived with his wife. The measurements applied in this study included Fathers’ Role Construction scale, Fathers’ Self-Efficacy scale, Fathers’ Perceptions of General School Invitations Scale, Fathers’ Perceptions of Specific Child Invitations Scale, Fathers’ Perceptions of Specific Teacher Invitations Scale, Fathers’ Perceptions of Mothers’ support and Invitations Scale, Fathers’ Perceived of Knowledge and Skills Scale, and Fathers’ Perceived of Time and Energy Scale. The data from the questionnaire were statistically analyzed by t-test, one-way ANOVA, Pearson correlation coefficient, and multiple hierarchical regression analysis. The major findings of this study were as follows: 1. Fathers involved more in home-based educational activities than school-based educational activities, and fathers more often involved in educational activities which they did not need to spend too much time and effort to prepare, and did not need to have special expertise or ability to be able to participate in. 2. Fathers of high socio-economic status involved more in home-based and school-based educational activities than fathers of low socio-economic status; Fathers who work under 40 hours a week involved more in home-based and school-based educational activities than fathers who work more than 41 hours a week. 3. For some educational activities that father did not need to spend too much time or effort to prepare, fathers had more role construction, perceived more others invitations, and had more knowledge and time to participate in. 4. Fathers who work under 40 hours a week had more perception of general school invitations, specific child invitations, specific teacher invitations, and time and energy than fathers who work more than 41 hours a week. Fathers who had younger children had more role construction 5. After controlling status variables, psychological factors could effectively explain involvement of young children’s fathers in educational activities. Among those psychological factors, fathers’ role construction, fathers’ perceptions of specific child invitations, and fathers’ perceived of time and energy could predict home-based involvement; fathers’ perceptions of specific child invitations could predict school-based involvement. Suggestions were made according to the results shown above for practitioners and future studies.