Latent Profiles of Parental Self-Efficacy and Children's Multisource-Evaluated Social Competence

Autor/inn/en	Junttila, Niina; Vauras, Marja
Titel	Latent Profiles of Parental Self-Efficacy and Children's Multisource-Evaluated Social Competence
Quelle	In: British Journal of Educational Psychology, 84 (2014) 3, S.397-414 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12040
Schlagwörter	Parent Child Relationship; Parents; Self Efficacy; Elementary School Students; Interpersonal Competence; Grade 4; Elementary School Teachers; Peer Groups; Statistical Analysis; Profiles; Age; Parent Background; Educational Attainment; Mothers; Fathers; Academic Ability + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Eltern; Self-efficacy; Selbstwirksamkeit; Interpersonale Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gleichaltrigengruppe; Peer Group; Statistische Analyse; Charakterisierung; Profilanalyse; Alter; Lebensalter; Elternhaus; Bildungsabschluss; Bildungsgut; Mother; Mutter
Abstract	Background: The interrelation between mothers' parental self-efficacy (PSE) and their school-aged children's well-being has been repeatedly proved. The lack of research in this area situates mainly on the absence of fathers, non-existent family-level studies, the paucity of independent evaluators, and the use of global PSE estimates. Aims: We aimed to qualitatively identify different subgroups of mothers, fathers, and couples based on their PSE factors. Furthermore, we aimed to study the interrelations between these PSE subgroups and children's school-related social competence evaluated by the children themselves as well as by their peers, teachers, and parents. Sample: Sample (n = 981; girls n = 467; boys n = 514) consisted of fourth-grade (mean age, 10 years old) children, their teachers, peers, and parents (mothers n = 876; fathers n = 696). Methods: Latent profile analysis was used to identify parents with similar patterns of PSE. The data of mothers and fathers were modelled separately and as a family-level combination. Interrelations between PSE subgroups and children's multisource-evaluated social competence were analysed with group comparisons. Results: Separate subgroups of mothers, fathers, and couples were identified and labelled based on their PSE profiles. Subgroups were found to differ among mothers' age and education and children's academic skills. Most of the interrelations between PSE subgroups and children's social competence were statistically significant in a sense that children of parents with strong PSE were evaluated as more prosocial and less antisocial than others. Conclusion: Despite new perspectives on parents' PSE estimates and use of behaviour evaluators outside the family system, the interrelation between positive PSE and children's social competence and learning remains strong. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10