An Analysis of Latent Profiles of Father-Child Interaction: Classification Predictors and Differences in Children’s Socio-Emotional Development
Publication: Journal of Comparative Family Studies
Volume 52, Number 3
Abstract
Abstract
The purpose of this study was to (1) classify subgroups of father-child interaction based on the type of interaction activity (routine, learning, and play interaction), (2) examine the effects of socio-demographic factors, father’s psycho-emotional factors, and maternal factors on the different types of father-child interaction groups, and (3) analyze differences in socio-emotional development of first graders in elementary school according to the type of father-child interaction. Analysis of 1,469 families (mothers, fathers, and children) was conducted using latent profile analysis (research question 1), complex sample multinomial logistic regression (RQ 2), and complex sample general linear modeling (RQ 3). Samples originated from the eighth wave (2015) of the Panel Study on Korean Children (PSKC). The main results were as follows. First, three distinct latent groups of father-child interaction based on the quantitative level of daily interaction were found: high-interaction (HI, 7.85%), medium-interaction (MI, 51.73%), and low-interaction (LI, 40.42%). Second, factors such as father’s happiness, positive evaluation of work-family balance, and mother-child interaction level were significant correlates for the classification of father-child interaction. Third, first graders in the HI group showed the highest levels of self-esteem in comparison to the other two groups and reported a higher level of subjective happiness in comparison to the LI group. These results bring to attention the importance of father-child interaction affecting the outcomes of children’s socio-emotional development.
Résumé
Le but de cette étude était de (1) classer les sous-groupes d’interaction père-enfant en fonction du type d’activité d’interaction (routine, apprentissage et interaction ludique), (2) d’examiner les effets des facteurs sociodémographiques, des facteurs psycho-émotionnels du père et des facteurs maternels sur les différents types de groupes d’interaction père-enfant, et (3) d’analyser les différences de développement socio-affectif des élèves de première année à l’école élémentaire selon le type d’interaction père-enfant. L’analyse de 1469 familles (mères, pères et enfants) a été réalisée à l’aide d’une analyse de profil latent (1), régression logistique multinomiale d’échantillons complexes (2), et modélisation linéaire générale d’échantillons complexes (3). Les échantillons proviennent de la huitième vague (2015) de l’étude en panel sur les enfants coréens (PSKC). Les principaux résultats ont été les suivants. Premièrement, trois groupes latents distincts d’interaction père-enfant basés sur le niveau quantitatif d’interaction quotidienne ont été trouvés: groupe d’interaction élevée (IE, 7,85%), groupe d’interaction moyenne (IM, 51,73%) et groupe d’interaction faible (IF, 40,42%). Deuxièmement, des facteurs tels que le bonheur du père, une évaluation positive de la conciliation travail-famille et le niveau d’interaction mère-enfant étaient des corrélats significatifs pour la classification de l’interaction père-enfant. Troisièmement, les élèves de première année du groupe IE ont montré les niveaux les plus élevés d’estime de soi par rapport aux deux autres groupes et ont rapporté un niveau plus élevé de bonheur subjectif par rapport au groupe IF. Ces résultats attirent l’attention sur l’importance du niveau d’interaction père-enfant affectant les résultats du développement socio-affectif des enfants.
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Journal of Comparative Family Studies
Volume 52 • Number 3 • 2021
Pages: 424 - 446
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2021 University of Toronto Press.
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Published in print: 2021
Published online: 23 October 2021
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Journal of Comparative Family Studies 2021 52:3, 424-446
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