Table 3.
Studies included in the meta-analysis listed by author, year of study, type of document, objects, and other.
| References | Study design | Objective | Methods | Variables | Focus | Key findings | ||
|---|---|---|---|---|---|---|---|---|
| Participants | Measures | Determinant | Outcomes | |||||
| Potter et al. (2013) | Case report | Evaluete the benefits of Father Transition Project (FTP) | 5 fathers and 2 grandfathers Children Ages 5–6 |
Interview Focus Group |
Low SES | Enjoyment Achievement Learning |
Intervention | Key benefits: a closer relationships with children and an improved involvement both in educational activities |
| Potter et al. (2012) | Case report | Assess thestrategies most successful in engaging fathers of FTP | 5 fathers and 2 grandfathers Children Ages 5–6 |
Interview Focus Group |
Low SES | Enjoyment Achievement Learning |
Intervention | The most effective strategies were a personalized, strengths-based within a cooperation context and utilizing an empowerment approach. |
| Eng et al. (2014) | Quantitative | The role of social capital as a predictor of parental involvement in children's education | 273 parents Children Ages 6–10 |
FI at school: P-TIQ (Parent Version) Walters (2001) FI at Home: Self-report |
Minoriy Ethnicity |
Determinant | Parents' social networks, academic ambition, trust, gender attitudes and fatalistic convinction can be considered as a predictor of parental involvement | |
| Keown and Palmer (2014) | Qualitative | Compare father-son and mother-son involvement | 94 families Children Age 4 (T1) Age 7 (T2) |
Interview Questionnire Observation |
Resident Fathers Mixed Ethnicity Mixed SES |
Comparison | Mothers are more accessible to their son on the working days than fathers, while fathers spend more time with their children on weekend days | |
| Flouri and Buchanan (2004) | Quantitative | Early father and mother involvement and child's later educational outcomes |
3,303 parents and childrn Time 1 (age 7) Time 2 (age 20) |
Self-report | Accademic Motivation General Ability |
FI and children's outcomes | Father involvement indipendently and significantly predicted educational attainment by 20 years | |
| Fagan and Lee (2012) | Quantitative | Effects of fathers and mothers cognitive stimulation and household income on single mother e two parents household on young childrend | 8,400 children and parents 9 months (T1) 24 months (T2) |
Mother Interview Fathers SelfReport Observation |
Mixed SES Biological Fathers Mixed Residential Status |
Cognitive skills (BSF) | FI and children's outcomes | Positive association between fathers' cognitive stimulation and children cognitive skills is stronger for children living in single mother household than for children living in 2 parents families |
| Coley et al. (2011) | Quantitative | Relationship between fathers early parenting and cognitive skills |
261 biological Fathers Children Ages 2–4 |
Self-report | Mixed Ethnicity Low-SES Mixed Residential Status |
Math reading (WJ-R) | FI and children's outcomes | Fathers' support and warm predicted higher accademic skills, over and beyond the chareteristics of the family |
| Baker (2018) | Quantitative | Father–school involvement and children's academic and social-emotional skills | 3,570 children in kindergarten | Self-report | Mixed Ethncity Mid to high SES Mostly non residential fathers (74%) |
Reading math and approch to leaning | FI and children's outcomes | Although mothers are more engaged in school involvement, father-school involvement is positively associated with children's academic skills |
| Chawla-Duggan (2006) | Qualitative | How father development workers supported fathers to increase paternal involvement in children's learning | 4 fathers and their early years sons | InterviewFocus Group | Children's learning | Intervention | Father development workers support fathers within the group, raising confidence and responsibility, and with the child, improving children's learning | |
| Black et al. (1999) | Mix methods | Low income fathers and competences, behaviors and home environment (HE) of preschool children | 175 3-years African American Children |
Self report “Who Does What” (Cowan and Cowan, 1988, 1990) Observation |
Low-income Minority Ethnicity Mixed biological and residential status |
Children's well-being: cognition, receptive language, behavior HE |
FI & children's outcomes | There is a significant relationships between paternal role and each index of children's well-being. |
| McBride et al. (2013) | Quantitative | Examine the relationship between father involvement in school and children's achievement | 596 children Ages 5–12 (T1) |
Self-report |
Mixed biological status Resident fathers Mixed ethnicity Mixed SES |
Reading math (WJ) |
FI and children's outcomes | It can be see a variation based on children gender, ethnicty and SES in the relationship between father involvement and children's achievement |
| Ball (2009) | Qualitative | To develop a theoretical framework about the experiences of Indigenous fathers in various needs and goals. | 80 fathers Children Age under 7 |
Self-report Interview |
Biological fathers (84%) | Determinant | Six ecological and psychological factors: personal well-being, learning, socio-economic inclusion, social, legislative and policy support and cultural continuity | |
| Baker (2017) | Quantitative | The role of ethnicity and poverty status as a moderators of the association between father involvement and sons' cognitive and socio-emotional skills |
4,240 young boys Ages 0–5 |
Self-report | Mixed Ethnicity Mid to high SES Mostly residential fathers (82%) |
Math and reading | FI and children's outcomes | Paternal warmth and home learning stimulation (HLS) at T1 positively predicted cognitive and social emotional skills at T2, across raical groups. |
| Baker et al. (2018) | Quantitative | Relationship between family poverty, warmth and home learning stimulation (HLS) and children's preschool achivement | 7,700 children Ages 0–5 |
Self-report | Mixed SES Mixed Ethnicity Biological and residential fathers |
Reading and math |
FI and children's outcomes | Although poverty negatively influences more fathers' parenting than mothers', fathers involvement turned out as stronger moderator between poverty and children's cognitive skills than mothers' |
| Tan and Goldberg (2009) | Qualitative | Parents involvement in children's education at school and at home | 91 families and children Ages 6–10 |
Self-report (API) (Tan and Goldberg, 2009) |
Biological (87%) Residential (92%) Non minority (74%) Mid to high SES |
School Attitudes (SAS) |
Comparion | Mothers' and fathers' school involvement show a different association with their sons' and daughters' sacademic achievement. |
| Giallo et al. (2013) | Quantitative | Fathers vs. mothers in the relationship between child, parents, family factors, parental involvement, and self-efficacy |
851 mothers 131 fathers of children Ages 0–4 |
Self-report (PIS) | Non minority Mixed SES |
Comparison | There are few differences between mothers 'and fathers' involvement. Parenal self efficacy plays a mediating role both for mothers and fathers | |
| Bradley and Corwyn (2000) | Qualitative | Personal and contextual factors correlate with socioemotional investment in children. |
65 fathers children Ages 0–2 |
PIC | Non minority Ethnicity Mid to high SES Biological and resident |
Cognitive skills (MDI) (Bayley, 1993) |
Determinant | Paternal involvement is multi-determined. There is no single factor that has a mastery role. |
| Foster et al. (2016) | Quantitative | Relationship between home learning environment (HLE) and children's academic skills | 767 parents and children Ages 2–6 |
PQ (Morrison and Cooney, 2002) |
Mid to high SES Ethnicity (80.4%) Biological fathers (99%) |
Decoding non-minority (WJ-III) Letter Knowledge Math skills (TEMA-3) |
FI and children's outcomes | Fathers involvement increase children's academic achievement only whether mothers have at most a high school diploma |
| Saracho (2008) | Case Report | Effects of Literacy Program, assisting fathers to support children's literacy skills | 25 fathers and children Age 5 |
Interview Observation Documentary Analysis |
Literacy skills | Intervention | In the program fathers learn literacy strategies to support and increase their children's literacy development | |
| Kelly (2018) | Theoretical article |
Conceptual model on the relationship between fathers engagement and children's prosocial skills | Cognition Emotional Regulation and social behaviors |
FI and children's outcomes | Fathers engagement with their children is directly related to the childrend's cognitive skills, self-regulation and social behaviors, influencing civic readiness development | |||
| Anderson et al. (2015) | Qualitative | How the experience on Early Childhood Program (ECP) impact the father-role construction and support the engagement | 7 fathers Ages 0–4 |
Focus Group | Low-income Biological resident (86%) Mixed ethnicity |
Learning Enjoyment |
Intervention | ECP supports fathers to develop parenting skills. These competences can improve father engagement and create a positive father–child relationships, changing the father-role construction. |
| Roopnarine et al. (2006) | Quantitative | The association between parenting styles and parent involvement and children's academic achievement and social behaviors | 70 parents and children Ages 3–6 |
Interview Self-report |
Minority ethnicity Mixed SES |
Academic skills (K-SEALS) (Kaufman and Kaufman, 1993) |
FI and children's outcomes | Father-school involvement is positively associated with children's academic competences but it is negatively associated with authoritarian parenting style |
| Hernandez and Coley (2007) | Quantitative | Psychometric properties of father and mother reports of father involvement |
227 parents and children Ages 2–4 |
Self-report Mother-report |
Low-income Minority ethnicity Mixed residential status Biological fathers |
Cognitive skills (WJ-R) | Assessment | The reliability is similar between father and mother reports and among residential status and race. |
| Jeong et al. (2016) | Quantitative | Paternal stimulation and Early Child Development (ECD)in low- and midlle-income countries (LMICs) | 87,286 children Ages 3–4 |
Mother-report |
Residential Biological Mixed ethnicity and SES |
Physical growth child development (ECDI) | FI & children's outcomes | When fathers are unengaged children have a lower ECD scores than children whose fathers highly engaged |
| Nordhal et al. (2016) | Qualitative | Predictors of fathers positive involvement and negative reinforcement | 726 fathers Children Ages 0–1 |
Interview Observation NICHD (Cox and Crnic, 2003) |
Mixed SES | Determinant | Positive involvement and negative reinforcement can be considered two different parenting dimensions | |
| Sun et al. (2018) | Quantitative | Fathers engagement in early learning activities ss a protective factor in LMICs |
7,583 children Ages 3–5 |
Mother-report | Ethnic majority Mixed SES |
Early child development (EAP-ECDS) | FI and children's outcomes | Parenatal engagement moderates the relationship between SES and early learning |
| McBride et al. (2009) | Quantitative | Direct and indirect effects of early parenting on later parental school involvement and children academic achievement |
390 children Ages 2–5 (T1) |
Self-report | Resident Mixed biological status Non minority Mixed SES |
Academic achievement (WJ) | FI and children's outcomes | Early parenting is significantly linked to later parental school involvement for both parents but it is not directly associated to academic achievement for both of them. |
| McBride et al. (2005) | Quantitative | Fathers school involvement as a mediator in the relationship between school, neighborhood family and children's academic skills |
1,334 families Children Ages 5–12 |
Self-report | Resident Mixed biological status Non minority Mixed SES |
Math Reading (WJ) |
FI and children's outcoms | Father involvement result a mediator of the relationship between contextual factors and children's academic achievement. |
| Duursma (2014) | Qualitative | Paternal and maternal bookreading frequency and young children's language and cognitive development | 430 families Children Ages 2–5 |
Interview | Low-income Mixed biological and residential status Mixed ethnicity |
Cognitive skills (MDI) (Bayley, 1993) Language Development Literacy skills |
FI and children's outcomes | Paternal bookreading significantly related to children's language and cognitive skills, although mothers read more than fathers. |
| Ortiz (2000) | Qualitative | Mexican American fathers bookreading frequency | 25 father Children Ages 5–7 |
Questionnaire interviews Participant observation |
Minority ethnicity Mixed SES |
Literacy skills | FI and children's outcomes | Fathers involvement in early reading activities with their children, although the time varied by different area. |
| Cabrera et al. (2011) | Mix methods | Father engagement across race, monitoring the following variables: fathers' education, personal wellness, marital status and couple conflict | 5,089 families Children Ages 0–1 |
Mothers Interview Fathers Self-report |
Biological and resident fathers Mixed ethnicity and SES |
Determinant | Fathers' education, marital status, couple conflict, depressive symptoms and type of involvemen do not differ by race, while physical pla and the levels of engagement change. | |
| Baskwill (2008) | Case study | Program for increase fathers' perseptions of their role and their responsability in children's literacy development |
15 fathers Children Ages 3–5 |
Mixed biological status Mixes SES Non minority Ethnicity |
Litaracy skills | Intervention | During the program fathers can learn the importance of FI, devolop a repertoire of strategies as well as raise a confidence in their ability to engage in children education. | |