Role Construction, Self-Efficacy, and Achievement Goal Values as Predictors of Parental Involvement
Abstract
The purpose of this research was to investigate how parents’ personal beliefs affect how and where they become involved in their children’s learning. Specifically, this study focused on how parental role construction, parental sense of efficacy, and parents’ valuing of achievement goals contribute to the type (i.e., home-based and school-based) and degree (i.e., encouragement, modeling, reinforcement, and instruction) of involvement. Parents’ valuing of achievement goals was examined within the framework of Hoover-Dempsey and Sandler’s model of parental involvement. The sample was comprised of 202 parents or primary guardians of elementary school-aged children in grades kindergarten through sixth grade in a suburban environment. Participants in the study completed a demographic questionnaire and self-report scales. A major contribution of the current study is the finding that parents’ valuing of mastery achievement goals added significantly to the explained variance in the parental involvement behaviors of encouragement, modeling, reinforcement, and instruction above and beyond parents’ role construction and parental sense of self-efficacy. These findings provide important information regarding the psychological motivators that contribute to parents’ decisions of how and where to become involved in their children’s education. Further investigation of these constructs may provide useful insights for practitioners seeking to enhance parental involvement.
Subject Area
Educational psychology|Psychology|Individual & family studies
Recommended Citation
Levine, Daniel Seth, "Role Construction, Self-Efficacy, and Achievement Goal Values as Predictors of Parental Involvement" (2018). ETD Collection for Fordham University. AAI10979279.
https://research.library.fordham.edu/dissertations/AAI10979279
