https://orcid.org/0000-0002-2913-442X
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
The meta-analysis presented in this paper was conducted with the aim of clarifying the differences in the research on the relationship between father involvement and problem behaviour among preschool children, and also to analyze the reasons behind these research differences. By applying a literature retrieval and screening strategy, 41 studies were sourced, with a total of 269 independent samples and 22635 participants. The meta-analysis found a low negative correlation between positive father involvement and the externalizing problem behaviour of preschool children, and the same correlation between such involvement and internalizing problem behaviour. Negative father involvement was found to be moderately positively correlated with the latter behaviour. The moderating effects of each variable emerged as different, complex, and interactive. The implications of these findings are that families, kindergartens, communities and the government should work together to guarantee father involvement and improve the quality of the latter.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Funding
Notes on contributors
Jin Zhang
Jin Zhang is a doctoral student in the Faculty of Education at Southwest University. His research focuses on early family education.
Yunyan Liu
Yunyan Liu is a professor in the Faculty of Education at Southwest University. Her research focuses on early childhood development and teacher professional development.
Tianqiang Hu
Tianqiang Hu is a doctor of psychology, postdoctorate at Southwest University. His research focuses on mental health of children.