Open Access Thesis
Fathers and sons; Achievement motivation in children;
This study was an exploration of paternal variables which may be related to sons' achievement in reading. Of a total possible population of 123 father-son dyads, 47 participated. The sons were fourth and fifth graders in a Catholic school system in a small midwestern metropolitan area. The instruments used were the Bem Sex-Role Inventory (BSRI), the Child-Rearing Practices Report (CRPR) and the Iowa Tests of Basic Skills (ITBS) "Reading Comprehension" and "Vocabulary" subtests. There was no significant relationship between paternal gender role identity and child-rearing practices, nor was there any relationship between paternal gender-role identity and sons' achievement in reading. Although no significant relationship prevailed between paternal "Emphasis on Achievement" and sons' achievement in reading, a significant negative relationship was identified between paternal "Authoritarianism" and sons' achievement in reading. This result was warranted further examination of the "ChildRearing Practices Report" (Block, 1965) as an item pool for an instrument to measure the home environment of low-achieving children. For this particular sample, the "Authoritarianism" scale appears to measure a form of child-rearing by fathers of low-achieving sons which is characterized by a lack of positive reinforcement and use of anxiety to enforce behavioral standards.
Year of Submission
Specialist in Education
Department of Educational Psychology and Foundations
Harley E. Erickson
John K. Smith
1 PDF file (91 leaves)
©1985 M. Christine Bruder
Bruder, M. Christine, "The relationship between paternal characteristics and sons' achievement in reading" (1986). Dissertations and Theses @ UNI. 1440.