Abstract
Most studies interested in understanding the role of parents in children’s school adjustment have focused on mothers. Given the importance of father-child play during the preschool period, this study explores the possible links of father-child rough-and-tumble play and also father’s involvement in child schooling with two dimensions of school adjustment: social adaptation and academic achievement. Observational data was collected from father-child rough-and-tumble play sessions filmed in family homes when children were average age of 4 years. Fathers completed the Family Involvement Questionnaire on parent involvement in child schooling, and teachers completed the Social Behaviour Questionnaire and the Teacher Report form to assess social adaptation, and the Teacher Rating Scale to assess academic achievement when children (40 boys; 32 girls) were average age of 8 years. Boys demonstrated more externalising behaviours at school when during rough-and-tumble play fathers let them direct the play. Boys were more prosocial at school when their fathers were more involved in school-based activities, while girls demonstrated more internalising behaviours at school when their fathers were less involved in home-based learning activities. Moreover, boys performed less well academically when fathers demonstrated more negative reactions than boys, the dyad demonstrated more upset terminations, and boys demonstrated more fear and less anger during rough-and-tumble play. Girls performed less well academically when during rough-and-tumble play fathers made more rules and fewer positive reactions towards them. Neither boys’ nor girls’ academic achievement was related to any type of fathers’ school involvement. The study fills a gap in understanding the ways in which father involvement influences children’s school adjustment according to the children’s sex.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data availability
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
References
Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA Preschool Forms & Profiles. University of Vermont, Research Center for Children Youth, & Families.
Anderson, S., Qiu, W., & Wheeler, S. J. (2017). The quality of father–child rough-and-tumble play and toddlers’ aggressive behavior in China. Infant Mental Health Journal, 38(6), 726–742. https://doi.org/10.1002/imhj.21675
Anderson, S., StGeorge, J., & Roggman, L. (2019). Measuring the quality of early father-child rough and tumble play: tools for practice and research. Child & Youth Care Forum, 48(6), 889–915. https://doi.org/10.1007/s10566-019-09513-9
Baker, C. E. (2018). When daddy comes to school: father–school involvement and children’s academic and social–emotional skills. Early Child Development and Care, 188(2), 208–219. https://doi.org/10.1080/03004430.2016.1211118
Barenberg, J., Berse, T., & Dutke, S. (2011). Executive functions in learning processes: do they benefit from physical activity? Educational Research Review, 6(3), 208–222. https://doi.org/10.1016/j.edurev.2011.04.002
Bocknek, E. L., Dayton, C., Raveau, H. A., Richardson, P., Brophy-Herb, H. E., & Fitzgerald, H. E. (2017). Routine active playtime with fathers is associated with self-regulation in early childhood. Merrill-Palmer Quarterly, 63(1), 105–134. https://doi.org/10.13110/merrpalmquar1982.63.1.0105. http://www.jstor.org/stable/
Burchinal, M., Foster, T. J., Bezdek, K. G., Bratsch-Hines, M., Blair, C., & Vernon-Feagans, L. (2020). School-entry skills predicting school-age academic and social–emotional trajectories. Early Childhood Research Quarterly, 51, 67–80. https://doi.org/10.1016/j.ecresq.2019.08.004
Bureau, J. F., Deneault, A. A., & Yurkowski, K. (2020). Preschool father-child attachment and its relation to self-reported child socioemotional adaptation in middle childhood. Attachment & Human Development, 22(1), 90–104. https://doi.org/10.1080/14616734.2019.1589065
Cabrera, N. J., Shannon, J. D., & 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. https://doi.org/10.1080/10888690701762100
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: a meta-analysis. Educational Research Review, 14, 33–46. https://doi.org/10.1016/j.edurev.2015.01.002
Chang, L., Schwartz, D., Dodge, K. A., & McBride-Chang, C. (2003). Harsh parenting in relation to child emotion regulation and aggression. Journal of Family Psychology, 17(4), 598–606. https://doi.org/10.1037/0893-3200.17.4.598
Cook, G. A., Roggman, L. A., & Boyce, L. K. (2011). Fathers’ and mothers’ cognitive stimulation in early play with toddlers: predictors of 5th grade reading and math. Family Science, 2(2), 131–145. https://doi.org/10.1080/19424620.2011.640559
Craig, L., Powell, A., & Smyth, C. (2014). Towards intensive parenting? Changes in the composition and determinants of mothers’ and fathers’ time with children 1992–2006. The British Journal of Sociology, 65(3), 555–579. https://doi.org/10.1111/1468-4446.12035
Creveling-Benefield, C. C., & Varela, R. E. (2019). Parental psychological control, maladaptive schemas, and childhood anxiety: test of a developmental model. Journal of Child and Family Studies, 28(8), 2159–2171. https://doi.org/10.1007/s10826-019-01434-4
Crouter, A. C., Helms-Erickson, H., Updegraff, K., & McHale, S. M. (1999). Conditions underlying parents’ knowledge about children’s daily lives in middle childhood: between-and within-family comparisons. Child Development, 70(1), 246–259. https://doi.org/10.1111/1467-8624.00018
Demirtaş, A. S., & Uygun-Eryurt, T. (2020). Attachment to parents and math anxiety in early adolescence: Hope and perceived school climate as mediators. Current Psychology. https://doi.org/10.1007/s12144-020-00964-1
Denham, S. (2006). Social-emotional competence as support for school readiness: what is it and how do we assess it? Early Education and Development, 17(1), 57–89. https://doi.org/10.1207/s15566935eed1701_4
Denham, S. A., Bassett, H. H., Thayer, S. K., Mincic, M. S., Sirotkin, Y. S., & Zinsser, K. (2012). Observing preschoolers’ social-emotional behavior: structure, foundations, and prediction of early school success. Journal of Genetic Psychology, 173(3), 246–278. https://doi.org/10.1080/00221325.2011.597457
Downer, J., Campos, R., McWayne, C., & Gartner, T. (2008). Father involvement and children’s early learning: a critical review of published empirical work from the past 15 years. Marriage and Family Review, 43(1–2), 67–108. https://doi.org/10.1080/01494920802010264
Dubé, A. (2011). Qualité des jeux de bataille père-enfant et adaptation sociale de l’enfant d’âge préscolaire. Unpublished doctoral thesis. University of Montreal, Canada. https://papyrus.bib.umontreal.ca/xmlui/handle/1866/6269
Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: a multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367–376. https://doi.org/10.1037/0022-0663.92.2.367
Feldman, J. S., & Shaw, D. S. (2021).The premise and promise of activation parenting for fathers: A review and integration of extant literature. Clinical Child and Family Psychology Review. https://doi.org/10.1007/s10567-021-00351-7
Fernandez Castelao, C., & Kröner-Herwig, B. (2014). Developmental trajectories and predictors of externalizing behavior: a comparison of girls and boys. Journal of Youth and Adolescence, 43(5), 775–789. https://doi.org/10.1007/s10964-013-0011-9
Flanders, J. L., Herman, K. N., & Paquette, D. (2013). Rough-and-tumble play and the cooperation-competition dilemma: evolutionary and developmental perspectives on the development of social competence. In D. Narvaez, J. Panksepp, A. N. Schore, & T. R. Gleason (Eds.), Evolution, early experience and human development: from research to practice and policy (pp. 371–387). Oxford University Press.
Flanders, J. L., Leo, V., Paquette, D., Pihl, R. O., & Seguin, J. R. (2009). Rough-and-tumble play and the regulation of aggression: an observational study of father-child play dyads. Aggressive Behavior, 35(4), 285–295. https://doi.org/10.1002/ab.20309
Flanders, J. L., Simard, M., Paquette, D., Parent, S., Vitaro, F., Pihl, R. O., & Seguin, J. R. (2010). Rough-and-tumble play and the development of physical aggression and emotion regulation: a five-year follow-up study. Journal of Family Violence, 25(4), 357–367. https://doi.org/10.1007/s10896-009-9297-5
Fletcher, R., StGeorge, J. M., & Freeman, E. (2013). Rough and tumble play quality: theoretical foundations for a new measure of father-child interaction. Early Child Development and Care, 183(6), 746–759. https://doi.org/10.1080/03004430.2012.723439
Flouri, E., & Buchanan, A. (2004). Early fathers’ and mothers’ involvement and child’s later educational outcomes. British Journal of Educational Psychology, 74(1), 141–153. https://doi.org/10.1348/000709904773839806
Foster, T. D., Froyen, L. C., Skibbe, L. E., Bowles, R. P., & Decker, K. B. (2016). Fathers’ and mothers’ home learning environments and children’s early academic outcomes. Reading and Writing, 29(9), 1845–1863. https://doi.org/10.1007/s11145-016-9655-7
Friedman, R. C., & Downey, J. I. (2014). Sexual differentiation of childhood play: a contemporary psychoanalytic perspective. Archives of Sexual Behavior, 43(1), 197–211. https://doi.org/10.1007/s10508-013-0231-9
Fry, D. (2005). Rough-and-tumble social play in humans. In A. D. Pellegrini, & P. K. Smith (Eds.), The nature of play: great apes and humans (pp. 54–88). Guilford.
Gottman, J. M., Katz, L. F., & Hooven, C. (1997). Meta-emotion: how families communicate emotionally. Lawrence Erlbaum Associates.
Grossmann, K., Grossmann, K. E., Fremmer-Bombik, E., Kindler, H., Scheuerer‐Englisch, H., Zimmermann, & Peter (2002). The uniqueness of the child–father attachment relationship: fathers’ sensitive and challenging play as a pivotal variable in a 16‐year longitudinal study. Social Development, 11(3), 301–337. https://doi.org/10.1111/1467-9507.00202
Hammes, P. S., Bigras, M., & Crepaldi, M. A. (2016). Validity and bias of academic achievement measures in the first year of elementary school. International Journal of Research & Method in Education, 39(1), 3–18. https://doi.org/10.1080/1743727X.2014.933473
Harbin, S. J. (2016). Gender differences in rough and tumble play behaviors. International Journal of Undergraduate Research and Creative Activities, 8(1), 1–11. https://doi.org/10.7710/2168-0620.1080
Hertz, S., Bernier, A., Cimon-Paquet, C., & Regueiro, S. (2019). Parent–child relationships and child executive functioning at school entry: the importance of fathers. Early Child Development and Care, 189(5), 718–732. https://doi.org/10.1080/03004430.2017.1342078
Hindman, A. H., Miller, A. L., Froyen, L. C., & Skibbe, L. E. (2012). A portrait of family involvement during Head Start: Nature, extent, and predictors. Early Childhood Research Quarterly, 27(4), 654–667. https://doi.org/10.1016/j.ecresq.2011.11.002
Jarvis, P. (2006). “Rough and Tumble” play: Lessons in life. Evolutionary Psychology, 4, 330–346. https://doi.org/10.1177/147470490600400128
Karreman, A., de Haas, S., van Tuijl, C., van Aken, M. A. G., & Deković, M. (2010). Relations among temperament, parenting and problem behavior in young children. Infant Behavior and Development, 33(1), 39–49. https://doi.org/10.1016/j.infbeh.2009.10.008
Kelley, M. L., Smith, T. S., Green, A. P., Berndt, A. E., & Rogers, M. C. (1998). Importance of fathers’ parenting to african-american toddler’s social and cognitive development. Infant Behavior and Development, 21(4), 733–744. https://doi.org/10.1016/S0163-6383(98)90041-8
Kelly, D. (2018). Generative fatherhood and children’s future civic engagement: a conceptual model of the relationship between paternal engagement and child’s developing prosocial skills. Journal of Human Behavior in the Social Environment, 28(3), 303–314. https://doi.org/10.1080/10911359.2017.1418469
Kerns, K. A., & Barth, J. M. (1995). Attachment and play: convergence across components of parent-child relationships and their relations to peer competence. Journal of Social and Personal Relationships, 12(2), 243–260. https://doi.org/10.1177/0265407595122006
Kerr, M., Siegle, G. J., & Orsini, J. (2019, Jun). Voluntary arousing negative experiences (VANE): why we like to be scared. Emotion, 19(4), 682–698. https://doi.org/10.1037/emo0000470
Kim, S., & Hill, N. E. (2015). Including fathers in the picture: a meta-analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 107(4), 919–934. https://doi.org/10.1037/edu0000023
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220. https://doi.org/10.1037/0012-1649.36.2.220
Kuo, P. X., Braungart-Rieker, J. M., Lefever, J. E. B., Sarma, M. S., O’Neill, M., & Gettler, L. T. (2018). Fathers’ cortisol and testosterone in the days around infants’ births predict later paternal involvement. Hormones and Behavior, 106, 28–34. https://doi.org/10.1016/j.yhbeh.2018.08.011
Lamb, M. E., & Lewis, C. (2013). Father-child relationships. In N. J. Cabrera, & C. S. Tamis-LeMonda (Eds.), Handbook of Father involvement: multidisciplinary perspectives (2nd ed., pp. 119–135). Taylor & Francis.
Lee, J., & Stankov, L. (2018). Non-cognitive predictors of academic achievement: evidence from TIMSS and PISA. Learning and Individual Differences, 65, 50–64. https://doi.org/10.1016/j.lindif.2018.05.009
Lindsey, E., & Mize, J. (2000). Parent-child physical and pretense play: links to children’s social competence. Merrill-Palmer Quarterly, 46(4), 565–591. https://www.jstor.org/stable/23092565
Lindsey, E., Mize, J., & Pettit, G. (1997a). Differential play patterns of mothers and fathers of sons and daughters: implications for children’s gender role development. Sex Roles, 37(9/10), 643–661. https://doi.org/10.1007/BF02936333
Lindsey, E., Mize, J., & Pettit, G. (1997). Mutuality in parent-child play: consequences for children’s peer competence. Journal of Social & Personal Relationships, 14(4), 523–538. https://doi.org/10.1177/0265407597144007
Macdonald, J. A., Youssef, G. J., Phillips, L., Spry, E., Alway, Y., Patton, G. C., & Olsson, C. A. (2018). The parental bonds of adolescent girls and next-generation maternal–infant bonding: findings from the victorian intergenerational Health Cohort Study. Archives of Women’s Mental Health, 21(2), 171–180. https://doi.org/10.1007/s00737-017-0778-x
MacDonald, K., & Parke, R. D. (1986). Parent-child physical play: the effects of sex and age of children and parents. Sex Roles, 15(7–8), 367–378. https://doi.org/10.1007/BF00287978
Magill-Evans, J., & Harrison, M. J. (2001). Parent-child interactions, parenting stress, and developmental outcomes at 4 years. Children’s Health Care, 30, 135–150. https://doi.org/10.1207/S15326888CHC3002_4
Majdandžić, M. (2017). Commentary on fathers’ play: Measurement, conceptualization, culture, and connections with child development. Infant Mental Health Journal, 38(6), 789–794. https://doi.org/10.1002/imhj.21677
Marcon, R. A. (1999). Positive relationships between parent school involvement and public school inner-city preschoolers’ development and academic performance. School Psychology Review, 28(3), 395–412. https://doi.org/10.1080/02796015.1999.12085973
Martin, A., Ryan, R. M., & Brooks-Gunn, J. (2007). The joint influence of mother and father parenting on child cognitive outcomes at age 5. Early Childhood Research Quarterly, 22(4), 423–439. https://doi.org/10.1016/j.ecresq.2007.07.001
Mascaro, J. S., Rentscher, K. E., Hackett, P. D., Mehl, M. R., & Rilling, J. K. (2017). Child gender influences paternal behavior, language, and brain function. Behavioral neuroscience, 131 3, 262–273. https://doi.org/10.1037/bne0000199
McBride, B. A., Dyer, W. J., Liu, Y., Brown, G. L., & Hong, S. (2009). The differential impact of early father and mother involvement on later student achievement. Journal of Educational Psychology, 101(2), 498. https://doi.org/10.1037/a0014238
McBride, B. A., Schoppe-Sullivan, S. J., & Ho, M. H. (2005). The mediating role of fathers’ school involvement on student achievement. Journal of Applied Developmental Psychology, 26(2), 201–216. https://doi.org/10.1016/j.appdev.2004.12.007
McKelvey, L. M., Bokony, P. A., Swindle, T. M., Conners-Burrow, N. A., Schiffman, R. F., & Fitzgerald, H. E. (2011). Father teaching interactions with toddlers at risk: Associations with later child academic outcomes. Family Science, 2(2), 146–155. https://doi.org/10.1080/19424620.2011.637710
McWayne, C., Downer, J. T., Campos, R., & Harris, R. D. (2013). Father involvement during early childhood and its association with children’s early learning: a meta-analysis. Early Education and Development, 24(6), 898–922. doi:https://doi.org/10.1080/10409289.2013.746932
Nettle, D. (2008). Why do some dads get more involved than others? Evidence from a large british cohort. Evolution and Human Behavior, 29(6), 416–423e411. https://doi.org/10.1016/j.evolhumbehav.2008.06.002
NICHD Early Child Care Research Network. (2004). Fathers’ and mothers’ parenting behavior and beliefs as predictors of children’s social adjustment in the transition to school. Journal of Family Psychology, 18(4), 628–638. https://doi.org/10.1037/0893-3200.18.4.628
Noldus, L. P., Trienes, R. J., Hendriksen, A. H., Jansen, H., & Jansen, R. G. (2000). The Observer Video-Pro: new software for the collection, management, and presentation of time-structured data from videotapes and digital media files. Behav Res Methods Instrum Comput, 32(1), 197–206. https://doi.org/10.3758/bf03200802
Pagani, L. S., Fitzpatrick, C., Archambault, I., & Janosz, M. (2010). School readiness and later achievement: a french canadian replication and extension. Developmental Psychology, 46(5), 984–994.
Palkovitz, R., & Hull, J. (2018). Toward a resource theory of fathering. Journal of Family Theory & Review, 10(1), 181–198. https://doi.org/10.1111/jftr.12239
Paquette, D. (2004). Theorizing the father-child relationship: mechanisms and developmental outcomes. Human Development, 47(4), 193–219. https://doi.org/10.1159/000078723
Paquette, D., Carbonneau, R., Dubeau, D., Bigras, M., & Tremblay, R. E. (2003). Prevalence of father-child rough-and-tumble play and physical aggression in preschool children. European Journal of Psychology of Education, 18(2), 171–189. https://doi.org/10.1007/BF03173483
Paquette, D., Gagnon, C., & de Macario, J. (2020). Fathers and the activation relationship. In H. E. Fitzgerald, von K. Klitzing, N. J. Cabrera, de J. S. Mendonça, & T. Skjothaug (Eds.), Handbook of fathers and child development: prenatal to Preschool (pp. 291–313). Springer Press. Chap. 19.
Pellegrini, A. D., & Smith, P. K. (1998a). The development of play during childhood: forms and possible functions. Child Psychology & Psychiatry Review, 3(2), 51–57. https://doi.org/10.1111/1475-3588.00212
Pellegrini, A. D., & Smith, P. K. (1998b). Physical activity play: Consensus and debate. Child Development, 69, 577–598. https://doi.org/10.1111/j.1467-8624.1998.tb06231.x
Pellis, S. M., & Pellis, V. C. (2017). What is play fighting and what is it good for? Learning & Behavior, 45(4), 355–366. https://doi.org/10.3758/s13420-017-0264-3
Perry, R. E., Braren, S. H., Rincón-Cortés, M., Brandes-Aitken, A. N., Chopra, D., Opendak, M., Alberini, C. M., Sullivan, R. M., & Blair, C. (2019). Enhancing executive functions through social interactions: causal evidence using a cross-species model. Frontiers in Psychology, 10(2472), https://doi.org/10.3389/fpsyg.2019.02472
Pleck, J. H., & Masciadrelli, B. P. (2004). Paternal involvement in US residential fathers: levels, sources and consequences. In M. E. Lamb (Ed.), The role of the father in child development (4th ed., pp. 222–271). John Wiley & Sons, Inc.
Prinzie, P., Onghena, P., Hellinckx, W., Grietens, H., Ghesquiere, P., & Colpin, H. (2003). The additive and interactive effects of parenting and children’s personality on externalizing behaviour. European Journal of Personality, 17(2), 95–117.
Rabiner, D. L., Godwin, J., & Dodge, K. A. (2016). Predicting academic achievement and attainment: the contribution of early academic skills, attention difficulties, and social competence. School Psychology Review, 45(2), 250–267. doi:https://doi.org/10.17105/SPR45-2.250-267
Reich, H. A., & Flanagan, K. S. (2010). School Adjustment. In I. B. Weiner & W. E. Craighead (Eds.), The Corsini Encyclopedia of Psychology (pp. 1–1). https://doi.org/10.1002/9780470479216.corpsy0824
Rollè, L., Gullotta, G., Trombetta, T., Curti, L., Gerino, E., Brustia, P., & Caldarera, A. M. (2019). Father involvement and cognitive development in early and middle childhood: a systematic review [Review]. Frontiers in Psychology, 10(OCT), https://doi.org/10.3389/fpsyg.2019.02405
Roopnarine, J. L., & Davidson, K. L. (2015). Parent-child play across cultures. American Journal of Play, 7(2), 228–252. https://eric.ed.gov/?id=EJ1053428
Rothbart, M. K., Ellis, L. K., Rueda, M. R., & Posner, M. I. (2003). Developing mechanisms of temperamental effortful control. Journal of Personality, 71(6), 1113–1143. https://doi.org/10.1111/1467-6494.7106009
Sarkadi, A., Kristiansson, R., Oberklaid, F., & Bremberg, S. (2008). Fathers’ involvement and children’s developmental outcomes: a systematic review of longitudinal studies. Acta Paediatrica, 97(2), 153–158. https://doi.org/10.1111/j.1651-2227.2007.00572.x
Shaffer, D. R., & Kipp, K. (2013). Developmental psychology: Childhood and Adolescence. Cengage Learning.
Smith, P. K. (2010). Physical activity play: Exercise play and rough-and-tumble. In P. K. Smith (Ed.), Children and play: understanding Children’s Worlds (pp. 99–123). Wiley-Blackwell.
StGeorge, J., & Freeman, E. (2017). Measurement of father–child rough-and-tumble play and its relations to child behavior. Infant Mental Health Journal, 38(6), 709–725. https://doi.org/10.1002/imhj.21676
Tremblay, R. E., Loeber, R., Gagnon, C., Charlebois, P., Larivée, S., & LeBlanc, M. (1991). Disruptive boys with stable and unstable high fighting behavior patterns during junior elementary school. Journal of Abnormal Child Psychology, 19(3), 285–300. https://doi.org/10.1007/BF00911232
Twenge, J. M., Cooper, A. B., Joiner, T. E., Duffy, M. E., & Binau, S. G. (2019). Age, period, and cohort trends in mood disorder indicators and suicide-related outcomes in a nationally representative dataset, 2005–2017. Journal of abnormal psychology, 128(3), 185–199. https://doi.org/10.1037/abn0000410
van Heel, M., Van Den Noortgate, et al. (2019). Parenting and externalizing problem behavior in adolescence: Combining the strengths of variable-centered and person-centered approaches. Developmental Psychology, 55, 653–673. https://doi.org/10.1037/dev0000644
Varghese, C., & Wachen, J. (2016). The determinants of father involvement and connections to children’s literacy and language outcomes: review of the literature. Marriage & Family Review, 52(4), 331–359. https://doi.org/10.1080/01494929.2015.1099587
Vasquez, A. C., Patall, E. A., Fong, C. J., Corrigan, A. S., & Pine, L. (2016). Parent autonomy support, academic achievement, and psychosocial functioning: a meta-analysis of research. Educational Psychology Review, 28(3), 605–644. https://doi.org/10.1007/s10648-015-9329-z
Wilder, S. (2014). Effects of parental involvement on academic achievement: a meta-synthesis. Educational Review, 66(3), 377–397. https://doi.org/10.1080/00131911.2013.780009
Xiong, H., & Scott, S. (2020). Amniotic testosterone and psychological sex differences: a systematic review of the extreme male brain theory. Developmental Review, 57, 100922. https://doi.org/10.1016/j.dr.2020.100922
Yaffe, Y. (2020). Systematic review of the differences between mothers and fathers in parenting styles and practices. Current Psychology. https://doi.org/10.1007/s12144-020-01014-6
Acknowledgements
We thank the parents and children for their participation, and the students for collecting and coding the data. This study was supported by a grant from the Fonds de recherche sur la culture et la société (Province de Québec), number 2004-AI-93906.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
On behalf of all authors, the corresponding author states that there is no conflict of interest.
Ethical statement
The project has received the ethical approval of the CERFAS (Comité d’éthique de la recherche de la Faculté des Arts et des Sciences) of the Université de Montréal.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Paquette, D., StGeorge, J., Bigras, M. et al. Predicting children’s social adaptation and academic achievement from father-child preschool rough-and-tumble-play and father involvement in child schooling. Curr Psychol 42, 30422–30435 (2023). https://doi.org/10.1007/s12144-022-04040-8
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12144-022-04040-8