Skip to main content

Advertisement

SpringerLink
Log in

The Relationship Between Parental Involvement and Children’s Self-Efficacy Profiles: A Person-Centered Approach

  • Original Paper
  • Published:
Journal of Child and Family Studies Aims and scope Submit manuscript

Abstract

The present study used a person-centered approach to identify self-efficacy profiles in different domains (academic, emotional and social) and examined whether different dimensions of parental involvement were associated with these profiles. Data were collected on 1998 children. Five student self-efficacy profiles were identified: very low self-efficacy (low levels of all types of self-efficacy), low self-efficacy (low levels of all types of self-efficacy but higher than those in the “very low self-efficacy” profile), low emotional self-efficacy (relatively moderate levels of academic self-efficacy and social self-efficacy but very low emotional self-efficacy), moderate self-efficacy (moderate levels of all types of self-efficacy), and high self-efficacy (high levels of all types of self-efficacy). We also found that father’s and mother’s educational aspirations, father-child activity, mother-child activity and mother-child communication can lead to more favorable children profiles.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

    Google Scholar 

  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206 https://doi.org/10.1002/gps.4527.

    Article  PubMed  Google Scholar 

  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self‐efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187–206. https://doi.org/10.1111/1467-8624.00273.

    Article  PubMed  Google Scholar 

  • Bergman, L. R., & Magnusson, D. (1997). A person-oriented approach in research on developmental psychopathology. Development and psychopathology, 9(2), 291–319. https://doi.org/10.1017/S095457949700206x.

    Article  PubMed  Google Scholar 

  • Berndt, T. J., Cheung, P. C., Lau, S., Hau, K. T., & Lew, W. J. (1993). Perceptions of parenting in mainland China, Taiwan, and Hong Kong: Sex differences and societal differences. Developmental Psychology, 29(1), 156.

    Article  Google Scholar 

  • Block, J. (1971). Lives through time. Berkeley, CA: Bancroft.

    Google Scholar 

  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. https://doi.org/10.1023/A:1021302408382.

    Article  Google Scholar 

  • Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child development: Vol. 6. Six theories of child development: Revised formulations and current issues. Greenwich, CT: JAI Press.

    Google Scholar 

  • Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. British Journal of Developmental Psychology, 23(1), 143–151.

    Article  Google Scholar 

  • Caprara, G. V., Di, G. L., Pastorelli, C., & Eisenberg, N. (2013). Mastery of negative affect: a hierarchical model of emotional self-efficacy beliefs. Psychological Assessment, 25(1), 105 https://doi.org/10.1037/a0029136.

    Article  PubMed  Google Scholar 

  • Cheung, C. S. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child Development, 82(3), 932–950. https://doi.org/10.1111/j.1467-8624.2011.01582.x.

    Article  PubMed  PubMed Central  Google Scholar 

  • Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis. With applications in the social, behavioral, and health sciences. Hoboken, NJ: John Wiley & Sons.

    Google Scholar 

  • Crowley, K., Callanan, M. A., Jipson, J. L., Galco, J., Topping, K., & Shrager, J. (2001). Shared scientific thinking in everyday parent‐child activity. Science Education, 85(6), 712–732.

    Article  Google Scholar 

  • Davidson, T. M., & Cardemil, E. V. (2009). Parent-child communication and parental involvement in Latino adolescents. The Journal of Early Adolescence, 29(1), 99–121. https://doi.org/10.1177/0272431608324480.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2000). The“what”and“why”of goal pursuits:human needs and the self-determination of behavior. Psychol Inq, 11, 227–268. https://doi.org/10.1080/08870440902783628.

    Article  Google Scholar 

  • Dumont, H., Trautwein, U., Nagy, G., & Nagengast, B. (2014). Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain. Journal of Educational Psychology, 106(1), 144.

    Article  Google Scholar 

  • Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9(4), 241–273.

    Article  Google Scholar 

  • Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22.

    Article  Google Scholar 

  • Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53–74.

    Article  Google Scholar 

  • Flaherty, B. P., & Kiff, C. J. (2012). Latent class and latent profile models. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf & K. J. Sher (Eds.), APA handbook of research methods in psychology (Vol. 3: Data analysis and research publication) (pp. 391–404). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Gecas, V. (1989). The social psychology of self-efficacy. Annual Review of Sociology, 15(15), 291–316.

    Article  Google Scholar 

  • Givertz, M., & Segrin, C. (2014). The association between overinvolved parenting and young adults’ self-efficacy, psychological entitlement, and family communication. Communication Research, 41(8), 1111–1136.

    Article  Google Scholar 

  • Green, C. L., & Hoover-Dempsey, K. V. (2007). Why do parents homeschool? A systematic examination of parental involvement. Education and Urban Society, 39(2), 264–285.

    Article  Google Scholar 

  • Green, C. L., Walker, J. M., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3), 532 https://doi.org/10.1037/0022-0663.99.5.532.

    Article  Google Scholar 

  • Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237–252. https://doi.org/10.1111/j.1467-8624.1994.tb00747.x.

    Article  PubMed  Google Scholar 

  • Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., & Bates, J. E., et al. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence. Child Development, 75(5), 1491–1509. https://doi.org/10.1111/j.1467-8624.2004.00753.x.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740 https://doi.org/10.1037/a0015362.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hodge, R. W., Treiman, D. J., & Rossi, P. H. (1966). A comparative study of occupational prestige. Class, Status and Power, 2, 309–321.

    Google Scholar 

  • Hosmer Jr., D.W., Lemeshow, S., Sturdivant, R.X. (2013). Logistic regression models for multinomial and ordinal outcomes. Applied Logistic Regression, (Third Edition, pp:269–311). John Wiley & Sons, Inc.

  • Iruka, I. U., De Marco, A., & Garrett-Peters, P., Family Life Project Key Investigators. (2018). Profiles of academic/socioemotional competence: Associations with parenting, home, child care, and neighborhood. Journal of Applied Developmental Psychology, 54(2018), 1–11.

    Article  Google Scholar 

  • Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202–218.

    Article  Google Scholar 

  • Jeynes, W. H. (2016). Meta-analysis on the roles of fathers in parenting: Are they unique? Marriage and Family Review, 52(7), 665–688. https://doi.org/10.1080/01494929.2016.1157121.

    Article  Google Scholar 

  • Kliewer, W., Fearnow, M. D., & Miller, P. A. (1996). Coping socialization in middle childhood: Tests of maternal and paternal influences. Child Development, 67(5), 2339–2357. https://doi.org/10.1111/j.1467-8624.1996.tb01861.x.

    Article  PubMed  Google Scholar 

  • Kim, S. W., & Hill, N. E. (2015). Including fathers in the picture: a meta-analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 107(10), 919–934. https://doi.org/10.1037/edu0000023.

    Article  Google Scholar 

  • Lamb, M. E. (2010). How fathers influence children’s development? Let me count the ways. In M. E. Lamb (Ed.), The role of the father in child development. 5th ed. (pp. 1–26). Hoboken, NJ: Wiley.

    Google Scholar 

  • Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. New York, NY: Falmer.

    Google Scholar 

  • Li, Q. (2000). Conflicting occupational prestige evaluation in the transitional period in China. Social Sciences in China, 4, 100–111.

    Google Scholar 

  • Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling: A Multidisciplinary Journal, 16(2), 191–225. https://doi.org/10.1080/10705510902751010.

    Article  Google Scholar 

  • Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361–388. https://doi.org/10.1111/j.1467-9507.2007.00389.x.

    Article  Google Scholar 

  • Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23(3), 145–149.

    Article  Google Scholar 

  • Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation modeling, 14(4), 535–569.

    Article  Google Scholar 

  • Paciello, M., Ghezzi, V., Tramontano, C., Barbaranelli, C., & Fida, R. (2016). Self-efficacy configurations and wellbeing in the academic context: A person-centred approach. Personality and Individual Differences, 99, 16–21. https://doi.org/10.1016/j.paid.2016.04.083.

    Article  Google Scholar 

  • Pajares, F., & Schunk, D. (2001). The development of academic self-efficacy. Development of achievement motivation. United States, 7.

  • Paquette, D. (2004). Theorizing the father-child relationship: Mechanisms and developmental outcomes. Human Development, 47(4), 193–219. https://doi.org/10.1159/000078723.

    Article  Google Scholar 

  • Parke, R. D. (2002). Fathers and families. In M. H. Bornstein (Ed.), Handbook of parenting. 2nd ed. (pp. 27–74). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Pomerantz, E. M., Ng, F. F. Y., & Wang, Q. (2006). Mothers’ mastery-oriented involvement in children’s homework: Implications for the well-being of children with negative perceptions of competence. Journal of Educational Psychology, 98(1), 99 https://doi.org/10.1037/0022-0663.98.1.99.

    Article  Google Scholar 

  • Putnick, D. L., Bornstein, M. H., Lansford, J. E., Chang, L., Deater-Deckard, K., Di Giunta, L., & Pastorelli, C. (2012). Agreement in mother and father acceptance-rejection, warmth, and hostility/rejection/neglect of children across nine countries. Cross-Cultural Research, 46(3), 191–223. https://doi.org/10.1177/1069397112440931.

    Article  PubMed  PubMed Central  Google Scholar 

  • Ren, C. (2010). Measurement methodology on social economic status index of students. J Educ Stud, 6, 77–82.

    Google Scholar 

  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838.

    Article  PubMed  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68–78.

    Article  Google Scholar 

  • Schunk, D. H., & Miller, S. D. (2002). Self-efficacy and adolescents’ motivation. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents. Greenwich, CT: Information Age.

    Google Scholar 

  • Shumow, L. (1998). Promoting parental attunement to children’s mathematical reasoning through parent education. Journal of Applied Developmental Psychology, 19(1), 109–127.

    Article  Google Scholar 

  • Smith, H. M., & Betz, N. E. (2000). Development and validation of a scale of perceived social self-efficacy. Journal of Career Assessment, 8(3), 283–301.

    Article  Google Scholar 

  • Smollar, J., & Youniss, J. (1985). Parent-adolescent relations in adolescents whose parents are divorced. The Journal of Early Adolescence, 5(1), 129–144.

    Article  Google Scholar 

  • Suldo, S. M., & Shaffer, E. J. (2007). Evaluation of the self-efficacy questionnaire for children in two samples of American adolescents. Journal of Psychoeducational Assessment, 25(4), 341–355. https://doi.org/10.1177/0734282907300636.

    Article  Google Scholar 

  • Tofighi, D., & Enders, C. K. (2008). Identifying the correct number of classes in a growth mixture model. In G. R. Hancock (Ed.), Mixture models in latent variable research (pp. 317–341). Greenwich, CT: Information Age.

  • Vermunt, J. K., & Magidson, J. (2002). Latent class cluster analysis. Applied latent Class Analysis, 11, 89–106.

    Article  Google Scholar 

  • Walker, J. M., Wilkins, A. S., Dallaire, J. R., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement: Model revision through scale development. The Elementary School Journal, 106(2), 85–104. https://doi.org/10.1086/499193.

    Article  Google Scholar 

  • Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31–39. https://doi.org/10.1111/j.1532-7795.2011.00753.x.

    Article  Google Scholar 

  • Wang, M. T., Hill, N. E., & Hofkens, T. (2014). Parental involvement and African American and European American adolescents’academic, behavioral, and emotional development in secondary school. Child Development, 85(6), 2151–2168.

    PubMed  Google Scholar 

  • Wang, M. T., & Peck, S. C. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49(7), 1266–1276. https://doi.org/10.1037/a0030028.

    Article  PubMed  Google Scholar 

  • Wang, M. T., & Sheikh‐Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625.

    Article  Google Scholar 

  • Wu, Y., Han, X., Wei, W., & Luo, L. (2013). Theoretical model construction and testing of parental involvement in primary school children education. J Beijing Normal Univ, 1, 61–69.

    Google Scholar 

  • Yap, S. T., & Baharudin, R. (2016). The relationship between adolescents’ perceived parental involvement, self-efficacy beliefs, and subjective well-being: A multiple mediator model. Social Indicators Research, 126(1), 257–278. https://doi.org/10.1007/s11205-015-0882-0.

    Article  Google Scholar 

  • Yotyodying, S., & Wild, E. (2014). Antecedents of different qualities of home-based parental involvement: Findings from a cross-cultural study in Germany and Thailand. Learning, Culture and Social Interaction, 3(2), 98–110. https://doi.org/10.1016/j.lcsi.2014.02.002.

    Article  Google Scholar 

Download references

Acknowledgements

This study was supported by Major Projects of National Social Science Fund of China (16ZDA229), General Projects of Humanities and Social Sciences of the Ministry of Education of the People’s of Republic of China (16YJA190005), the Training Program Foundation for the Excellent Youth Scholars of China University of Political Science and Law, and the Humanity and Social Science Foundation of China University of Political Science and Law (15ZFG18001).

Author Contributions

BL designed and executed the study, analyzed the data, and wrote the paper. HZ collaborated in the design and writing of the study. CHL analyzed the data and wrote part of the results. GXL analyzed the data and wrote part of the results. JL analyzed the data and wrote part of the results. KXJ analyzed the data and wrote part of the results. ZML provided overall guidance and took part in all procedures. LL provided overall guidance and took part in all procedures.

Author information

Authors and Affiliations

  1. Faculty of Education, Northeast Normal University, Changchun, China

    Bo Lv

  2. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China

    Bo Lv, Huan Zhou, Chunhui Liu, Xiaolin Guo, Juan liu, Kexin Jiang & Liang Luo

  3. School of Sociology, China University of Political Science and Law, Beijing, China

    Zhaomin Liu

Authors
  1. Bo Lv
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Huan Zhou
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Chunhui Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Xiaolin Guo
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Juan liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Kexin Jiang
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Zhaomin Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Liang Luo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding authors

Correspondence to Zhaomin Liu or Liang Luo.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. All procedures in this study were approved by the Institutional Review Board of the Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, and the Institutional Review Board of Faculty of Education, Northeast Normal University.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lv, B., Zhou, H., Liu, C. et al. The Relationship Between Parental Involvement and Children’s Self-Efficacy Profiles: A Person-Centered Approach. J Child Fam Stud 27, 3730–3741 (2018). https://doi.org/10.1007/s10826-018-1201-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10826-018-1201-6

Keywords

Search

Navigation