Children, Youth, Families & Schools, Nebraska Center for Research on
Document Type
Article
Date of this Version
2010
Citation
Published in Journal of School Psychology 48 (2010), pp 293–312. doi:10.1016/j.jsp.2010.04.001
Abstract
Children with disruptive behaviors are at risk for adverse outcomes. Family involvement is a significant predictor of positive child behavior outcomes; however, little research has investigated parent psychological variables that influence family involvement for children with disruptive behaviors. This study investigated the role of parental motivational beliefs (i.e., role construction and efficacy) as a potential mechanism by which parenting stress impacts family involvement for families of children with disruptive behaviors. Results indicated that parent role construction mediated the relation between parenting stress and all aspects of family involvement examined (i.e., home-based involvement, school-based involvement, and home–school communication). Parent efficacy mediated the relation between parenting stress and home-based involvement only. Parents of children with disruptive behaviors reporting stress may experience negative beliefs about their role and efficacy to support their child’s education, which may thereby negatively influence their actual involvement. Therefore, parent motivational beliefs may serve as an important point for intervention to support involvement of families of children with disruptive behavior.
Included in
Child Psychology Commons, Counseling Psychology Commons, Developmental Psychology Commons, Family, Life Course, and Society Commons, Other Social and Behavioral Sciences Commons
Comments
Copyright © 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. Used by permission.