A study of the relationship between parent self-efficacy, parental involvement, and academic achievement in early childhood

• Author / Creator

  Dam, Annie T

• This study examined the relationship between parent self-efficacy and the quantity and quality of parental involvement. A second research aim was to investigate whether PSE mediated children’s academic achievement through the quantity and quality of parental involvement, with a focus on home-based forms of parental involvement in children’s education. Data was collected from kindergarten children who graduated from early learning programs in Edmonton, and their families (N = 48). Results indicated a significant and moderate negative relationship between PSE and parents’ reported level of conflict with their child (r = -.45, p <.01), where higher levels of PSE were associated with lower levels of conflict between parent and child. No significant correlation was found between PSE and the quantity of parental involvement, nor with the closeness that parents felt with their child. The lack of significant relationship between PSE and academic achievement indicated that conditions for mediation were not met. However, hierarchical multiple regression indicated that parents’ perceived level of closeness with their child was found to be a significant predictor of child academic achievement (ΔR² = .18, p =.01).
  
  The findings of this study emphasize the importance of parental support for children’s education at home during early childhood.

• Subjects / Keywords

  • parent self-efficacy
  • and academic achievement
  • parental involvement

• Graduation date

  Fall 2019

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/r3-a5sd-kb74

• License

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