Paternal Leave and Father-Infant Bonding: Findings From the Population-Based Cohort Study DREAM

Background: Father-infant bonding is important for child development. Yet, in contrast to mother-infant bonding, little is known about factors that might facilitate father-infant bonding. With new generations of fathers being more involved in childcare, this study aims to examine the impact of paternal leave duration on father-infant bonding, and whether this relation is mediated by the amount of time fathers actively spend on childcare.Methods: Data of n = 637 fathers were derived from the German population-based cohort study “Dresden Study on Parenting, Work, and Mental Health” (DREAM). Mediation analyses were conducted. Duration of paternal leave (predictor), weekly hours spent on childcare (mediator), and father-infant bonding (outcome) were measured at 14 months postpartum. The potential confounders current status of paternal leave, part-time work during paternal leave, duration of solo paternal leave, age, education, and partnership satisfaction were included in a second mediation analysis.Results: Without considering confounders, duration of paternal leave positively predicted father-infant bonding through weekly hours spent on childcare. When adding confounders to the model, this indirect path did not stay significant. Moreover, in the adjusted model and on the direct path duration of paternal leave negatively predicted father-infant bonding. Additionally, partnership satisfaction positively predicted father-infant bonding. Some study variables were significantly associated with the mediator. Longer duration of paternal leave, currently being on paternal leave, younger age, and lower educational level predicted more weekly hours spent on childcare.Conclusions: Duration of paternal leave not being a stable predictor for father-infant bonding suggests that fathers, who do not have the opportunity to take long periods of paternal leave, can still form strong bonds with their infants. Other factors, for example partnership satisfaction, which might represent fathers' underlying capacity to bond, might be more crucial for father-infant bonding. At the same time, results should not be interpreted in a way that father involvement (e.g., paternal leave/time spent) does not matter for children's development. The finding that longer duration of paternal leave increases weekly hours spent on childcare supports the idea that facilitating father involvement can be achieved by paternal leave incentives such as non-transferable father months.

The Changing Relationship Between Partnership Status and Loneliness: Effects Related to Aging and Historical Time

Objectives Partnership status is a central predictor of loneliness. The strength of this predictive relationship, however, may decrease in the course of aging and over historical time. Moreover, there may be aging-related and historical changes in the satisfaction with partnership and singlehood. Method Longitudinal data from the German Ageing Survey (DEAS) assessed in 2008 and 2014 (N = 6,188, age range: 40–85 years) was analyzed with multigroup structural equation models to disentangle aging-related and historical changes in the relationship of partnership status and loneliness and in the average level of satisfaction with partnership and singlehood. Results With advancing age, partnership status became less predictive of loneliness and the satisfaction with being single increased. Among later-born cohorts, the association between partnership status and loneliness was less strong than among earlier-born cohorts. Later-born single people were more satisfied with being single than their earlier-born counterparts. There was no indication for an aging-related or historical decrease in partnership satisfaction. Discussion The relevance of partnership status as a predictor of social well-being is neither universal nor stable but appears to change in the course of aging and across historical time.

Couple Time and Partnership Quality: an Empirical Assessment using Diary Data

It is often assumed that partnership quality is positively associated with the amount of timecouples and families spend together. However, little about this link has been demonstrated empirically. This study investigates how time spent with the partners, children, parents, siblings, friends, and acquaintances is associated with partnership conflicts and partnership satisfaction. A time-use module was set up as part of a longitudinal survey about family relations and conflicts in Switzerland. The results show a robust association between partnership quality, time shared with the partner, and time shared with the partner and children. Results show that the more time couples spend together, the more likely they are to experience high partnership quality and to report being satisfied with their relationships. Partners who are satisfied with their relationships are more prone to talk to each other, to share leisure time, and to go to bed together. In contrast, time spent with friends and kin is not associated with partnership quality.

SURVEI KEPUASAN SEKOLAH MITRA PROGRAM PENGALAMAN LAPANGAN (PPL) TERHADAP KEMAMPUAN MAHASISWA DALAM PEMBELAJARAN

ABSTRACTThe aim of this research is to explain the degree of satisfaction from school partner of internship program on students ability to arrange lesson plan and conduct it also the satisfaction from the school on internship program. This research is a descriptive study with survey method which conducted at schools partner for the internship odd semester 2015/2016 Faculty of Teachers Training and Educational Sciences, Pakuan Universities. There are 42 school partners for the intern program, 32 elementary schools, 5 junior high, 5 senior high, both in private and public school in Bogor. The survey result about school partnership satisfaction on students ability in conducting teaching learning process, especially in arranging lesson plan can be seen as satisfied (70%), very satisfied (20%), and fairly satisfied (10%). The satisfaction of intern partner on students in conducting teaching learning process are 85% says satisfied, 10% says very satisfied, and 5% says fairly satisfied. Satisfaction level on the intern management as seen by the teacher are 60% satisfied, 35% very satisfied, and 5% fairly satisfied, and there are no respondents claiming to have not satisfied.Keywords: intership, satisfaction