Top

Gepubliceerd in:

25-12-2023 | Original Paper

Parental Self-efficacy in School-related Performance: Development and Association with Academic Achievement during Secondary School

Auteurs: Carolina Lunetti, Concetta Pastorelli, Antonio Zuffianò, Maria Gerbino, Eriona Thartori, Ainzara Favini, Emanuele Basili, Flavia Cirimele, Chiara Remondi

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 3/2024

Abstract

The present study examined the development of perceived parental self-efficacy in school-related performance (PPSE-School; i.e., parents’ beliefs in their capabilities to positively affect their children’s academic experience) during secondary school as well as its longitudinal associations with adolescents’ academic achievement at the end of secondary school. Participants were 482 (53.9% boys) Italian adolescents and their parents (376 mothers; 106 fathers). PPSE-School was measured across three-time points over 3 years, when adolescents attended grades six (T1), seven (T2), and eight (T3) of secondary school. Adolescents’ school grades were collected at the beginning and the end of secondary school. Second Order Latent Growth Curve Modeling indicated a linear decrease in PPSE-School over the transition to secondary school. The slope of PPSE-School positively predicted students’ academic achievement in grade eight while controlling for grade six academic achievement, students’ gender, socio-economic status, and the type of school. The study implications are discussed.

vorige artikel Testing Longitudinal Relations among Preschool Sport and Kindergarten Executive Function and Academic Outcomes

volgende artikel Overparenting in Parents of Elementary School Children: The Direct Association with Positive Parent-Child Relationship and the Indirect Associations with Parental Self-Efficacy and Psychological Well-Being

Alleen toegankelijk voor geautoriseerde gebruikers

Ardelt, M., & Eccles, J. S. (2001). Effects of mothers’ parental efficacy beliefs and promotive parenting strategies on inner-city youth. Journal of Family Issues, 22(8), 944–972. https://doi.org/10.1177/019251301022008001.

Ballenski, C. B., & Cook, A. S. (1982). Mothers’ perceptions of their competence in managing selected parenting tasks. Family Relations, 31(4), 489–494. https://doi.org/10.2307/583923.CrossRef

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.CrossRef

Bandura, A. (1990). Reflections on notability determinants of competence. In R. J. Sternberg & J. Kolligian, Jr (Eds.), Competence Considered (pp. 161–191). Cambridge, U.K: Cambridge University Press.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206–1222. https://doi.org/10.2307/1131888.CrossRefPubMed

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY US: Freeman.

Bandura, A. (2006). Adolescent development from an agentic perspective. Self-Efficacy Beliefs of Adolescents, 5, 1–43.

Bear, G. G., & Watkins, J. M. (2006). Developing self-discipline. Children’s needs III: Development, prevention, and intervention (pp. 29–44). Washington, DC, USA.

Bi, T., Zhang, T., He, S., Guo, X., Liu, C., Liu, X., & Luo, L. (2021). Trajectories of paternal self-efficacy for educational involvement in late childhood: Effects of fathers’ time and energy. Journal of Family Psychology. Advance online publication. https://doi.org/10.1037/fam0000840.

Bogenschneider, K., Small, S. A., & Tsay, J. C. (1997). Child, parent, and contextual influences on perceived parenting competence among parents of adolescents. Journal of Marriage and the Family, 59(2), 345–362. https://doi.org/10.2307/353475.CrossRef

Bollen, K. A., & Curran, P. J. (2006). Latent curve models: a structural equation perspective (Vol. 467). New York: Wiley.

Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001.CrossRef

Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: a meta-analysis. Journal of Research in Personality, 74, 83–94. https://doi.org/10.1016/j.jrp.2018.02.007.CrossRef

Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: a longitudinal study. British Journal of Educational Psychology, 81(1), 78–96. https://doi.org/10.1348/2044-8279.002004.CrossRefPubMed

Caprara, G. V., Gerbino, M., Kanacri, B. P. L., & Vecchio, G. M. (2014). Educare alla prosocialità: teoria e buone prassi. Pearson Italia. Turin, Italy.

Castellani, V., Pastorelli, C., Eisenberg, N., Gerbino, M., Di Giunta, L., Ceravolo, R., & Milioni, M. (2014). Hostile, aggressive family conflict trajectories during the transition to adulthood: associations with adolescent Big Five and emerging adulthood adjustment problems. Journal of Adolescence, 37(5), 647–658. https://doi.org/10.1016/j.adolescence.2013.12.002.CrossRefPubMed

Coleman, P. K., & Karraker, K. H. (1997). Self-efficacy and parenting quality: findings and future applications. Developmental Review, 18(1), 47–85. https://doi.org/10.1006/drev.1997.0448.CrossRef

Coleman, P. K., & Karraker, K. H. (2003). Maternal self‐efficacy beliefs, competence in parenting, and toddlers’ behavior and developmental status. Infant Mental Health Journal, 24(2), 126–148. https://doi.org/10.1002/imhj.10048.CrossRef

Crocetti, E., Cherubini, E., & Palmonari, A. (2011). Percezione di sostegno sociale e stili di identità in adolescenza. Psicologia Clinica Dello Sviluppo, 15(2), 353–378.

Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16–29.CrossRef

Donovan, W. L., Leavitt, L. A., & Walsh, R. O. (1997). Cognitive set and coping strategy affect mothers’ sensitivity to infant cries: a signal detection approach. Child Development, 68, 760–772. https://doi.org/10.1111/j.1467-8624.1997.tb01960.x.CrossRefPubMed

Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: a review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765 https://doi.org/10.1037/bul0000383.CrossRef

Eccles, J. S., & Harold, R. D. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94(3), 568–587.CrossRef

Endendijk, J. J., Groeneveld, M. G., Bakermans-Kranenburg, M. J., & Mesman, J. (2016). Gender-differentiated parenting revisited: Meta-analysis reveals very few differences in parental control of boys and girls. PLoS ONE, 11(7), 1–33. https://doi.org/10.1371/journal.pone.0159193.CrossRef

Enders, C. K. (2010). Applied missing data analysis. New York, United States: Guilford Press.

Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86(3), 277–294. https://doi.org/10.1086/461449.CrossRef

Eurydice (2021). La struttura del sistema di istruzione e formazione. Publications Office of the European Union 2021. https://eacea.ec.europa.eu/national-policies/eurydice).

Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53–74. https://doi.org/10.1080/01443410903353302.CrossRef

Geiser, C., Keller, B., & Lockhart, G. (2013). First- versus second-order latent growth curve models: Some insights from latent state-trait theory. Structural Equation Modeling, 20(3), 479–503. https://doi.org/10.1080/10705511.2013.797832.CrossRef

Glatz, T., & Buchanan, C. M. (2015). Change and predictors of change in parental self-efficacy from early to middle adolescence. Developmental Psychology, 51(10), 1367–1379. https://doi.org/10.1037/dev0000035.CrossRefPubMed

Gross, D., Fogg, L., & Tucker, S. (1995). The efficacy of parent training for promoting positive parent-toddler relationships. Research In Nursing & Health, 18(6), 489–499. https://doi.org/10.1002/nur.4770180605.CrossRef

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–736. https://doi.org/10.1037/a0015362.CrossRefPubMedPubMedCentral

Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36(3), 195–209. https://doi.org/10.1207/S15326985EP3603_5.CrossRef

Istituto Italiano di Statistica [National Institute of Statistics]. (1995). Annuario statistico italiano 1995 [Italian yearbook of statistics 1995]. Rome: ISTAT.

Jones, T. L., & Prinz, R. J. (2005). Potential roles of parental self-efficacy in parent and child adjustment: A review. Clinical Psychology Review, 25(3), 341–363. https://doi.org/10.1016/j.cpr.2004.12.004.CrossRefPubMed

Junttila, N., & Vauras, M. (2014). Latent profiles of parental self‐efficacy and children’s multisource‐evaluated social competence. British Journal of Educational Psychology, 84(3), 397–414. https://doi.org/10.1111/bjep.12040.CrossRefPubMed

Kelloway, E. K. (1998). Using LISREL for structural equation modeling: A researcher’s guide. Thousand Oaks, CA: Sage.

Kline, R. B., Thompson, B., & Subotnik, R. E. (2010). Promise and pitfalls of structural equation modeling in gifted research. Methodologies for Conducting Research on Giftedness (pp. 147–169). Washington, DC: American Psychological Association.CrossRef

Li, X., Han, M., Cohen, G. L., & Markus, H. R. (2021). Passion matters but not equally everywhere: predicting achievement from interest, enjoyment, and efficacy in 59 societies. Proceedings of the National Academy of Sciences, 118(11), 1–10. https://doi.org/10.1073/pnas.2016964118.CrossRef

Morini, E., & Rossi, F. (2016). Il modello INDIRE. Professionalità, strumenti e metodi per l’attivazione di un processo di miglioramento continuo nelle scuole. Scuola Democratica, 7(2), 487–506.

Mullins, E. R., & Irvin, J. L. (2000). Transition into middle school. Middle School Journal, 31(3), 57–60. https://doi.org/10.1080/00940771.2000.11494629.CrossRef

Muthén, L. K., & Muthén, B. O. (2017). Version 8 Mplus user’s guide. Los Angeles, CA: Muthén & Muthén, Author.

Pajares, F., & Schunk, D. (2001). The development of academic self-efficacy. Development of Achievement Motivation. United States, 30, 1–27.

Pastorelli, C., & Gerbino, M. (2001). Autoefficacia genitoriale [Parental Self-Efficacy]. In G. V. Capara (Ed.), La valutazione dell’autoefficacia [Self-Efficacy Assessment] (pp. 47–92). Trento, Italy: Erikson..

Sanders, M. R., & Mazzucchelli, T. G. (2013). The promotion of self-regulation through parenting interventions. Clinical Child and Family Psychology Review, 16, 1–17.CrossRefPubMed

Sirin, S. R. (2005). Socioeconomic status and academic achievement: a meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417.CrossRef

Smetana, J. G. (1988). Concepts of self and social convention: adolescents’ and parents’ reasoning about hypothetical and actual family conflicts. In M. R. Gunnar & W. A. Collins (Eds.), Minnesota symposia on child psychology (pp. 79–122). New Jersey, United States: Psychology Press. Vol. 21.

Smetana, J. G., Campione-Barr, N., & Metzger, A. (2006). Adolescent development in interpersonal and societal contexts. Annual Review of Psychology, 57, 255–284. https://doi.org/10.1146/annurev.psych.57.102904.190124.CrossRefPubMed

Shumow, L., & Lomax, R. (2002). Parental efficacy: predictor of parenting behavior and adolescent outcomes. Parenting: Science and Practice, 2(2), 127–150. https://doi.org/10.1207/S15327922PAR0202_03.CrossRef

Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Review of Psychology, 52(1), 83–110.CrossRefPubMed

Steenkamp, J. B. E., & Baumgartner, H. (1998). Assessing measurement invariance in cross-national consumer research. Journal of Consumer Research, 25(1), 78–90. https://doi.org/10.1086/209528.CrossRef

Teti, D. M., & Gelfand, D. M. (1991). Behavioral competence among mothers of infants in the first year: the mediational role of maternal self‐efficacy. Child Development, 62(5), 918–929. https://doi.org/10.2307/1131143.CrossRefPubMed

Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4–70. https://doi.org/10.1177/109442810031002.CrossRef

Vyas, S., & Kumaranayake, L. (2006). Constructing socio-economic status indices: how to use principal components analysis. Health Policy and Planning, 21(6), 459–468. https://doi.org/10.1093/heapol/czl029.CrossRefPubMed

Weaver, C. M., Shaw, D. S., Dishion, T. J., & Wilson, M. N. (2008). Parenting self-efficacy and problem behavior in children at high risk for early conduct problems: The mediating role of maternal depression. Infant Behavior and Development, 31(4), 594–605. https://doi.org/10.1016/j.infbeh.2008.07.006.CrossRefPubMed

Wilder, S. (2014). Effects of parental involvement on academic achievement: a meta-synthesis. Educational Review, 66(3), 377–397. https://doi.org/10.1080/00131911.2013.780009.CrossRef

Titel: Parental Self-efficacy in School-related Performance: Development and Association with Academic Achievement during Secondary School
Auteurs: Carolina Lunetti
Concetta Pastorelli
Antonio Zuffianò
Maria Gerbino
Eriona Thartori
Ainzara Favini
Emanuele Basili
Flavia Cirimele
Chiara Remondi
Publicatiedatum: 25-12-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 3/2024
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-023-02752-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 3/2024

Parental Monitoring of Early Adolescent Social Technology Use in the US: A Mixed-Method Study

Psychosocial Health Outcomes of Children Following Family Reunification: Longitudinal Analysis of Randomised Controlled Trial Data

Mothers’ Strategies to Support Children’s Early Learning in Low-Income Homes: A Qualitative Investigation

Closing Gaps in Care: Effects of CARE Training on Early Childhood Provider Trauma-Informed Attitudes and Collaboration

Literacy Rather than Non-verbal Number Sense Predicts Kindergarteners’ Numerical Abilities

Testing Longitudinal Relations among Preschool Sport and Kindergarten Executive Function and Academic Outcomes