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Paternal mind-mindedness and children's academic achievement: Investigating developmental processes
Annie Bernier1, Rose Lapolice-Thériault1, Célia Matte-Gagné2
1Department of Psychology, University of Montreal.
Developmental Psychology
|November 10, 2022
Summary
Paternal mind-mindedness in toddlerhood supports children's later math and reading achievement. This occurs through a sequential process involving language, theory of mind, effortful control, and school readiness development.
Area of Science:
- Developmental Psychology
- Child Psychology
- Educational Psychology
Background:
- Paternal factors are increasingly recognized for their role in child development.
- Understanding the pathways linking early paternal engagement to academic success is crucial.
Purpose of the Study:
- To examine the sequential mediation model of paternal mind-mindedness on early academic achievement.
- To investigate the role of child language, theory of mind, effortful control, and school readiness in this process.
Main Methods:
- Longitudinal study of 128 Canadian families.
- Assessed paternal mind-mindedness at 18 months, child language at 2 years, theory of mind and effortful control at 4 years, school readiness in kindergarten, and academic achievement in first grade.
- Controlled for maternal mind-mindedness.
Main Results:
- Paternal mind-mindedness prospectively predicted first-grade math and reading achievement.
- This association was sequentially mediated by theory of mind, effortful control, and school readiness.
- Early language skills also played a role in the developmental pathway.
Conclusions:
- Paternal mind-mindedness positively influences child academic outcomes.
- The development of intermediate cognitive and self-regulatory skills in preschool is a key pathway.
- Interventions supporting paternal mind-mindedness may enhance children's academic trajectories.
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