Date of Graduation
2017
Document Type
Thesis
Degree Type
MA
College
College of Education and Human Services
Department
Counseling, Rehabilitation Counseling & Counseling Psychology
Committee Chair
Amy Root
Committee Co-Chair
Suzanne Hartman
Committee Member
Jessica Troilo
Abstract
The purpose of this study was to examine the relationship between father involvement and emotion socialization. Fathers amount of time and quality of paternal involvement (e.g., engagement in childcare activities, secondary activities, and time spent in children's company) with their preschool aged children was assessed to determine if it influenced how fathers respond to the children's emotion (e.g., disappointment, anger, and anxiety). Heterosexual fathers (M = 39.46 yrs.) of children ages 3-5 years old were recruited from preschools and daycares in the larger metropolitan, D.C. area. Paternal self-report measures were used to measure father's involvement and their socialization strategies. Results showed that fathers that spend most of their time engaging recreational and leisure activities with their preschool aged child are more likely than fathers that engage primarily in childcare activities to respond to children's displays of anger with reasoning strategies. Thus, indicating that there may be a link between the quality of time fathers spend with their preschool age children and how they respond to their negative emotions. This study provides implications for future studies examining the relations between father involvement and emotion socialization.
Recommended Citation
Forshee, Kayla E., "The Relationship between Father Involvement and Paternal Emotion Socialization" (2017). Graduate Theses, Dissertations, and Problem Reports. 5613.
https://researchrepository.wvu.edu/etd/5613