This study tested a 5-year sequential mediation model linking paternal mind-mindedness in toddlerhood to child early academic achievement through a developmental process unfolding in the preschool years. A sample of 128 mostly White middle-class families (68 girls) living in Montreal, Canada was assessed for paternal mind-mindedness when children were 18 months old, child language at age 2, theory of mind and effortful control at age 4, cognitive school readiness in kindergarten, and finally, achievement in math and reading in first grade. Controlling for maternal mind-mindedness assessed at age 12 months, the results showed prospective associations from paternal mind-mindedness to both math and reading achievement, mediated by theory of mind, effortful control, and school readiness in sequence. Results suggest that paternal mind-mindedness may support child academic outcomes by promoting the acquisition of intermediate skills during preschool years. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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父亲的思想和孩子的学业成绩：调查发展过程。

这项研究测试了一个为期 5 年的序贯中介模型，该模型将幼儿期的父亲思想意识与学龄前发展过程中的儿童早期学业成绩联系起来。对居住在加拿大蒙特利尔的 128 个主要是白人中产阶级家庭（68 名女孩）进行了评估，评估了孩子 18 个月大时的父亲心态、2 岁时的儿童语言、4 岁时的心理理论和努力控制、认知能力。幼儿园的入学准备，最后是一年级数学和阅读的成绩。控制了 12 个月大时评估的母亲思想意识，结果显示，父亲思想意识与数学和阅读成绩之间存在前瞻性关联，并依次受到心理理论、努力控制和入学准备程度的调节。结果表明，父亲的思想观念可以通过促进学龄前阶段中级技能的获得来支持孩子的学业成绩。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。