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Fathers’ Emotional Resources and Children’s Socioemotional and Behavioral Adjustment Among Children with Learning Disabilities

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Abstract

This study examined a cumulative model of risk/protective factors at the individual level (child’s sense of coherence; attachment with father) and family level as manifested by fathers’ emotional resources (fathers’ negative/positive affect; attachment avoidance/anxiety), to explain socioemotional adjustment among children age 8–12 years with or without learning disabilities (LD). Participants were 205 father–child dyads: 107 fathers and their children with LD; 98 fathers and their non-LD children. Preliminary analyses indicated significant group differences on all child measures. Path analysis revealed high fit between the theoretical model and empirical findings; moreover, the model’s components revealed partially different patterns of relations for the two populations. Thus, the current study suggested the potentially important role of fathers’ positive and negative affect and fathers’ avoidant and anxious attachment for children’s socioemotional and behavioral adjustment and children’s mediating variables. Discussion focused on understanding the value of these fathers’ emotional factors and their children’s characteristics for well-adjusted functioning.

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  1. School of Education, Tel-Aviv University, 69978, Tel Aviv, Israel

    Michal Al-Yagon

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  1. Michal Al-Yagon
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Al-Yagon, M. Fathers’ Emotional Resources and Children’s Socioemotional and Behavioral Adjustment Among Children with Learning Disabilities. J Child Fam Stud 20, 569–584 (2011). https://doi.org/10.1007/s10826-010-9429-9

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