We examined whether fathers’ residency modified the associations among mothers’ supportiveness, father involvement, children’s negative emotionality during toddlerhood and children’s academic skills in pre‐kindergarten via children’s self‐regulation. Participants were 2,291 mothers (M_age = 23.24 years) and children (M_age = 14.99 months at Wave 1; 50.7% girls) in the Early Head Start Research and Evaluation Project. Results revealed distinctive associations by fathers’ residency: self‐regulation mediated the association between mothers’ supportiveness and academic skills only in resident‐father‐families. Self‐regulation mediated the association between negative emotionality and academic skills only in nonresident‐father‐families. The findings highlight the family processes of mothers, fathers, and children in low‐income family contexts that contribute to children’s academic skills, and how those family processes may vary by fathers’ residency status.

中文翻译：

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育儿和孩子的负面情绪，自我调节和学习技能：父亲居住权的调节作用

我们研究了父亲的居留权是否通过儿童的自我调节来改变母亲的支持度，父亲的参与度，儿童在幼儿时期的负面情绪以及儿童在幼儿园前的学习技能之间的联系。参加者为2,291名母亲（M_岁 = 23.24岁）和儿童（M_岁） =在Wave 1上为14.99个月；50.7％的女孩）参加了早期的起步研究和评估项目。结果表明，父亲的居所具有明显的联系：自我调节介导了母亲的支持和仅在居民家庭中的学业技能之间的联系。自我调节仅在非居民家庭中介导了负面情绪与学业技能之间的联系。研究结果着重介绍了低收入家庭环境中母亲，父亲和孩子的家庭过程，这些过程有助于儿童的学习技能，以及这些家庭过程如何随父亲的居住身份而变化。