Parent-Child Educational Interactions

This literature review concerning the topic of effects of self-efficacy on parent-child educational interactions addresses the following areas relevant to this study: theoretical assumptions about self-efficacy; research studies of self-efficacy; theoretical framework; and conclusion.

Theoretical Assumptions About Self-efficacy

Self-efficacy Beliefs Vary by Measurement Strategy

Pajares (1996) reviewed previous research findings and explored self-efficacy as it is related to self-regulation and motivation in an academic setting. The author concluded that when studying self-efficacy it is more useful to compare instances in which the measure of self-efficacy is related to a specific task, rather than to use a global measures for explaining and predicting outcomes.

Edwards, Green, and Lyons (2002) supported the view that self-efficacy beliefs vary according to the situation and their measure. These authors investigated personal empowerment and self-efficacy beliefs and environmental characteristics. The study participants included 413 elementary school children. Self-efficacy was measured with the Vincent empowerment scale, a 74 item self-report scale with six subscales (efficacy, independence, relatedness, motivation, values, and joy of life). Other scales used included a school culture survey, a teacher efficacy scale, and an outcome efficacy scale. Findings from the study

. . .
ere HIV infected (ages 18-45 years). Measurement instruments included the Parenting Convergence Scale and the Parenting Efficacy Scale. Findings showed that HIV-infected mothers reported lower levels of parenting self-efficacy, compared to mothers uninfected. The relationship between social support and parenting self-efficacy differed by HIV Status; higher levels of social support related to parenting were related to higher levels of parenting self-efficacy for uninfected mothers only. It was concluded that HIV infected mothers may perceive support as undermining their capabilities, leading to lower self-efficacy. Study limitations include the fact that social support is difficult to measure since its definition varies across different groups, and the findings may not apply to different populations. Despite these limitations, it is concluded that the use of support to increase self-efficacy must be done with caution since it may lead to decreased self-efficacy (Dorsey, Klein, & Forehand, 1999). Self-efficacy and Parenting Scheel and Rieckmann (1998) empirically studied self-efficacy and empowerment in parents of children that were identified as being psychologically disordered. The authors noted that a lack of self-eff
. . .

Some common words found in the essay are:
Coleman Karraker, Pelletier Brent, Framework Social, Green Lyons, Sargent Dalton, Margolis McCabe, Scheel Rieckmann, Index Findings, Klein Forehand, Community/Political Internal, parenting self-efficacy, social support, parent self-efficacy, study limitations, self-efficacy related, parental self-efficacy, self-efficacy beliefs, bandura's theory, social cognitive theory, levels parenting, parent-child interactions, levels parenting self-efficacy, scheel rieckmann 1998, study limitations included, klein forehand 1999,
Approximate Word count = 2620
Approximate Pages = 10 (250 words per page)

More Essays on Parent-Child Educational Interactions