The role of parenting self-efficacy in childrenś social and academic behavior

Niina Junttila ^[1] ; Marja Vauras ^[1] ; Eero Laakkonen ^[1]
1. [1] University of Turku
  
  University of Turku
  
  Turku, Finlandia
Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 22, Nº 1, 2007, págs. 41-61
Idioma: inglés
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Resumen
- A latent variable structural model was constructed to test the relations among mothers’ and fathers’ parenting self-efficacy (PSE), their loneliness, and their child’s peer-evaluated social competence, self-evaluated loneliness, teacher-evaluated motivational orientation, and academic skills. In order to do this, first the Self-Efficacy for Parenting Tasks Index (Coleman & Karraker, 2000) was applied to a sample of mothers (n=876) and fathers (n=696) to test the relevance of these parenting task categories to Finnish mothers and fathers. The results of the latent variable structural model indicated a strong relationship between both mothers’ and fathers’ loneliness and their PSE, consisting of Nurturance, Discipline, Recreation, and Participation factors. Moreover, there was a modest relationship between parents’ PSE and their child’s social competence and consequently between social competence and child’s loneliness. The relationship between PSE and child’s academic achievement were mediated via child’s social competence.