Parent self-efficacy: Relationship with parent involvement and preschoolers' school readiness

Date of Award




Degree Name

Doctor of Philosophy (Ph.D.)

First Committee Member

Daryl Greenfield, Committee Chair


This study investigated the relationship between parents' self-efficacy, parent involvement, and preschooler's school readiness. A multidimensional framework consisting of domain-specific and domain-general self-efficacy and involvement and domains of school readiness was used. Due to the lack of parent self-efficacy and parent involvement measures focused on preschoolers' school readiness, new measures for these constructs were developed and validated. A structural equation model (SEM) was utilized to investigate the following questions: (1) whether self-efficacy impacted parents' involvement and (2) whether parents' involvement served as a mediator between self-efficacy and children's approaches to learning and school readiness. The SEM model revealed a relationship between self-efficacy and parents' involvement. In addition, parent's involvement in their preschooler's socioemotional development served as a mediator between parents' self-efficacy and children's school readiness.Though this study utilized a Head Start, predominantly African American, sample, it provided support for the utilization of a multidimensional framework to establish the relationship between parents' self-efficacy, involvement, and children's school readiness. Additional research, using a multi-method multi-informant approach, is warranted to further establish the findings in this paper.


Education, Early Childhood; Psychology, Developmental

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