Peiffer, Gary
(2015)
The Effect of Self-efficacy on Parental Involvement at the Secondary School Level.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
THE EFFECT OF SELF-EFFICACY ON PARENTAL INVOLVEMENT AT THE SECONDARY SCHOOL LEVEL
Gary Peiffer, Ed.D.
University of Pittsburgh, 2015
Parent involvement has been shown to be integral to student achievement. Yet, this involvement appears to decline as children progress through school. One reason for this may be that parents do not believe they have the capability to help their children with their work. It may be that self-efficacy correlates with parent involvement. This dissertation investigates whether self-efficacy is correlated with parent involvement and takes note of what role parent socioeconomic status may play in this relation. Using conceptual frameworks of self-efficacy from Albert Bandura (1977) and parent involvement from Joyce Epstein (1995), the research not only sought a correlation between self-efficacy and parent involvement, but also identified which types of activities parents are involved in at the secondary level.
Parents participating in the study responded to a mixed methods survey asking them about their level of self-efficacy and the types of parent involvement activities in which they ipate. The survey consisted of 15 closed and three open-ended questions, giving parents the opportunity to describe their involvement and needs from the school. Composite variables for self-efficacy and parent involvement, along with dichotomous SES variables, were used for s ANCOVA testing. Tests showed no correlation among composites, though T-Tests of self-efficacy and dichotomous parent involvement indicators showed a relationship between self-efficacy and owning a computer. Research also showed parent involvement takes place mainly in the areas of basic parenting, communication, and learning at home activities. Parents noted that there was a lack of forums for shared governance opportunities. Parent responses suggest degree and frequency of involvement is influenced by responses and needs of student. Responses show parent involvement remains stable and that parents would benefit from support from schools to help facilitate involvement.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
22 May 2015 |
| Date Type: |
Publication |
| Defense Date: |
18 March 2015 |
| Approval Date: |
22 May 2015 |
| Submission Date: |
20 May 2015 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
169 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
This study examines the relationship that self-confidence in the area of helping children with school activities is with parent involvement in high school. The study notes what types of involvement activities parents engage in and the frequency of that involvement. The study also asks parents to describe their involvement, asking them what things the school could do to better meet their needs as parents. |
| Date Deposited: |
22 May 2015 14:08 |
| Last Modified: |
15 Nov 2016 14:28 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/25252 |
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