Associations among Father Beliefs, Perceptions, Life Context, Involvement, Child Attachment and School Outcomes in the U.S. and Taiwan

Abstract

This study was designed to examine connections among father beliefs, perceptions, context, and involvement, and school-aged children’s attachment and school outcomes in the U.S. and Taiwan (n = 274 father-child dyads). Fathers completed questionnaires regarding their family demographics, education-related beliefs, perceptions, and involvement, and children’s school achievement. Children completed a pictorial measure of attachment and standardized socio-emotional assessments. Father involvement was related to father beliefs and perceptions and to children’s attachment-related secure exploration. Children’s positive and negative school outcomes were related to father beliefs, perceptions, involvement, and children’s attachment. School outcomes were uniquely predicted from nationality, attachment, father-teacher relationship quality, and fathers’ beliefs about teachers, motivation for involvement, perceptions of invitations for involvement, efficacy, and school-based involvement, as well as from family income and mother involvement. Results are discussed in the context of “relationship-focused” education.